Browsing by Author "Veliz Paiva, Claudia"

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    A comprehensive approach to identify challenges for clinical reasoning development in undergraduate dental students and their potential solutions
    (WILEY, 2022) Isbej, Lorena; Fuentes-Cimma, Javiera; Veliz Paiva, Claudia; Valladares-Perez, Salvador; Riquelme, Arnoldo
    IntroductionClinical reasoning is a core competence in health professions that impacts the ability to solve patients' health problems. Due to its relevance, it is necessary to identify difficulties arising from different sources that affect clinical reasoning development in students. The aim of this study was to explore a comprehensive approach to identify challenges for clinical reasoning development in undergraduate dental students and their potential solutions. MethodsMixed methods were used in four stages: (1) students and clinical teachers focus groups to identify challenges to clinical reasoning development; (2) literature review to explore potential solutions for these challenges; (3) Delphi technique for teacher consensus on pertinence and feasibility of solutions (1-5 scale); and (4) teachers' self-perception of their ability to implement the solutions. ResultsThree categories and seven subcategories of challenges were identified: (I) educational context factors influencing the clinical reasoning process; (II) teacher's role in clinical reasoning development; and (III) student factors influencing the clinical reasoning process. From 134 publications identified, 53 were selected for review, resulting in 10 potential solutions. Through two Delphi rounds, teachers rated the potential solutions very highly in terms of relevance (4.50-4.85) and feasibility (3.50-4.29). Finally, a prioritisation ranking of these solutions was generated using their scores for relevance, feasibility, and teachers' self-perception of their ability to implement them. ConclusionsThe present comprehensive approach identified challenges for clinical reasoning development in dental students and their potential solutions, perceived as relevant and feasible by teachers, requiring further research and follow-up actions to address them.
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    Implementing and Evaluating Hybrid Classes in a Biostatistics Course for Dentistry
    (IEEE, 2021) Veliz Paiva, Claudia; Cantarutti, Cynthia; Garcia-Huidobro, Rosario
    The migration of academic activities to the online format due to the COVID-19 pandemic brought repercussions throughout the university community, affecting first-year students the most. In response, classrooms were set up for learning activities in a synchronous hybrid modality to facilitate safe and voluntary face-to-face activities. This research describes the implementation of synchronous hybrid activities in the UC dentistry biostatistics course to determine if student satisfaction and learning are equivalent in the hybrid and online format. Three sessions were attended by between 13 and 20 students in the hybrid room. Satisfaction and learning were assessed through online questionnaires sent to all participating students (response rate of 84% and 64%). The most prevalent reason for not attending classes in the hybrid room was that the students lived in a quarantined commune. The students who did attend the activities in the hybrid room reported that this helped them feel part of the university (100%), become closer to their peers (96%), and boost their spirits (91%). No learning differences were observed between the students in the sessions with and without face-to-face activities, nor between those in the classroom versus those at home.