Browsing by Author "Montero Jaras, Isabella"

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    Available assessment tools for evaluating feedback quality: a scoping review oriented to education in digital media
    (2024) Duran Espinoza, Valentina Alexandra; Rammsy Seron, Francisca Pia; Vargas, Juan Pablo; Petric Prado, Dominik; Montero Jaras, Isabella; Silva Peña, Felipe Andres; Olivares Valenzuela, Nicolás Hernán; Villagrán, Ignacio; Varas Cohen, Julián Emanuel; Fuentes-Cimma, Javiera
    In recent years, the use of digital platforms for surgical and medical training has increased. Quality feedback is essential when using these methodologies, as it serves as the primary form of interaction between trainers and students. Therefore, there is a need to evaluate feedback using valid and reliable instruments. This scoping review aims to identify assessment tools available in the literature for evaluating feedback in medical education
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    Comparison of OLGA and OLGIM as predictors of gastric cancer in a Latin American population: the ECHOS Study
    (2024) Latorre Selvat, Gonzalo Ignacio; Silva Peña, Felipe Andres; Montero Jaras, Isabella; Bustamante Cartagena, Miguel Alonso; Dukes Berry, Eitan Ariel; Uribe Monasterio, Javier Andres; Corsi Sotelo, Oscar Felipe; Reyes Placencia, Diego Armando; Fuentes López, Eduardo; Pizarro Rojas, Margarita Alicia; Medel Jara, Patricio Andres; Torres, Javiera; Roa, Juan Carlos; Pizarro, Sebastian; Achurra Tirado, Pablo Andres; Donoso, Andres; Wichmann Pérez, Ignacio Alberto; Corvalan, Alejandro H.; Chahuan Abde, Javier Nicolas; Candia Balboa, Roberto Andres; Aguero, Carlos; Gonzalez, Robinson; Vargas, Jose Ignacio; Espino, Alberto; Camargo, M. Constanza; Shah, Shailja C.; Riquelme, Arnoldo
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    Effectiveness of a Train the Trainers course for digital feedback in healthcare simulation via a remote and asynchronous learning program
    (2024) Montero Jaras, Isabella; Durán Espinoza, Valentina Alexandra; Miguieles Schilling, Mariana Andrea; Belmar Riveros, Francisca Andrea; Figueroa Fernández, Ursula Victoria; Brandon Valencia Coronel; Wiseman Jeffrey; Jarry Trujillo, Cristián Ignacio; Gabriel Escalona Vives; Villagran Gutiérrez, Ignacio Andrés; Corvetto Aqueveque, Marcia Antonia; Varas Cohen, Julián Emanuel
    Introduction With a growing demand for tutoring in medical education, the need for Train the Trainers courses have increased. These courses can be difficult to coordinate between trainer and trainee (trainers in training). This study aimed to evaluate the effectiveness of a digital remote and asynchronous (RA) Train the Trainers (TTT) course compared to an in-person (IP) course. Methods In this quasi-experimental study, we compared an in-person TTT course with a remote and asynchronous TTT course. The course involved theoretical and practical components, and upon completion, the trainees transitioned into instructor roles where they provided feedback on video recordings of third-year medical students performing simulated procedures. Performance of the third-year medical students was analyzed, comparing global rating scores. Data analysis was performed using non-parametric tests considering statistical significance p < 0.05. Results A total of 108 trainers-in-training completed the TTT course; 30 IP and 78 RA. They assessed 1,016 videos. The first attempt score was 17 (14–20) and 19 (15–22) in IP and RA training, respectively with statistically significant differences (p-value = 0.041). On the second attempt, scores were 23 (20–24) and 23 (20–24) in IP and RA training, respectively. This difference was not statistically significant. Conclusion The implementation of a remote and asynchronous TTT course yielded comparable results to the traditional in-person method. This new learning modality facilitated increased platform inputs, saw higher first-attempt scores in students, and did not adversely impact their final competency outcomes.
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    Five-Year Experience Training Surgeons with a Laparoscopic Simulation Training Program for Bariatric Surgery: a Quasi-experimental Design
    (2023) Duran Espinoza, Valentina; Belmar Riveros, Francisca; Jarry Trujillo, Cristian; Gaete Danobeitia, Maria Ines; Montero Jaras, Isabella; Miguieles Schilling, Mariana; Valencia Coronel, Brandon; Escalona, Gabriel; Achurra Tirado, Pablo; Quezada, Nicolas; Crovari, Fernando; Varas Cohen, Julian
    Purpose Nearly 200,000 laparoscopic Roux-en-Y gastric bypass (LRYGB) are performed yearly. Reported learning curves range between 50 and 150, even 500 cases to decrease the operative risk. Simulation programs could accelerate this learning curve safely; however, trainings for LRYGB are scarce. This study aims to describe and share our 5-year experience of a simulated program designed to achieve proficiency in LRYGB technical skills.Materials and Methods A quasi-experimental design was used. All recruited participants were previously trained with basic and advanced laparoscopic simulation curriculum completing over 50 h of practical training. Ex vivo animal models were used to practice manual and stapled gastrojejunostomy (GJ) and stapled jejunojejunostomy (JJO) in 10, 3, and 4 sessions, respectively. The main outcome was to assess the manual GJ skill acquisition. Pre- and post-training assessments using a Global Rating Scale (GRS; max 25 pts), Specific Rating Scale (SRS; max 20 pts), performance time, permeability, and leakage rates were analyzed. For the stapled GJ and JJO, execution time was registered. Data analysis was performed using parametric tests.Results In 5 years, 68 trainees completed the program. For the manual GJ's pre- vs post-training assessment, GRS and SRS scores increased significantly (from 17 to 24 and from 13 to 19 points respectively, p-value < 0.001). Permeability rate increased while leakage rate and procedural time decreased significantly.Conclusion This simulated training program showed effectiveness in improving laparoscopic skills for manual GJ and JJO in a simulated scenario. This new training program could optimize the clinical learning curve. Further studies are needed to assess the transfer of skills to the operating room.
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    Home-based training for first-year surgery residents: learning to perform an open manual intestinal anastomosis with remote and asynchronous feedback
    (2024) Miguieles Schilling, Mariana Andrea; Montero Jaras, Isabella; Valencia Coronel, Brandon; Durán Espinoza, Valentina Alexandra; Gaete Dañobeitia, María Inés; Belmar Riveros, Francisca Andrea; Rodríguez, Natalie; Mena, Felipe; Escalona Vives, Gabriel; Bellolio Roth, Felipe; Jarry Trujillo, Cristian Ignacio; Varas Cohen, Julián Emanuel
    Purpose This study explores the feasibility of remote training for complex surgical skills through an at-home open manual intestinal anastomosis (MIA) program for 1 year surgery residents. Methods and procedures A quasi-experimental design assessed an open MIA training module. It included (1) an MIA video tutorial, tutored class, and in-person feedback, and (2) at-home training with remote asynchronous feedback. Trainees video-recorded and uploaded their MIA attempts to receive feedback through a digital platform. All program completions between July 2021 and October 2022 were included. Two evaluators, blind to the participants and to the timing of the videos, assessed residents’ performance using global (GRS) and procedure specific (SRS) ratings scales, and measured procedural time. Pre-post analysis utilized first and last uploaded videos. A satisfaction survey gauged residents’ perception. Non-parametric statistics were used (p < 0.05). Results Fourteen residents completed the training program. Pre-post video assessments showed a non-significant trend towards improved GRS and SRS scores, with decreased procedural time. Median GRS scores were 15.75 vs. 15.75 (p = 0.71), and SRS scores were 13.5 vs. 14.5 (p = 0.85). Procedural time decreased from 34 to 32.1 min (p = 0.40). Among survey respondents, 71% found feedback helpful for error correction and skill improvement, and 86% reported increased confidence in performing open MIA. Conclusion Implementing an at-home training program for complex surgical skills is feasible. Remote and asynchronous digital feedback holds promise for enhancing technical skills, though further research is necessary to understand the learning process, and additional training sessions may be needed.
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    Train the trainers: a comparative analysis of medical students and residents as trainers for undergraduate med-school learners in surgical skills
    (2023) Duran Espinoza, Valentina; Montero Jaras, Isabella; Miguieles Schilling, Mariana; Valencia Coronel, Brandon; Belmar Riveros, Francisca; Jarry, Cristian; Cruz, Enrique; Jeffrey, Wiseman; Escalona Vives, Gabriel; Villagrán Gutiérrez, Ignacio Andrés; Corvetto, Marcia; Varas Cohen, Julian