Revista Medica Clinica Las Condes最新文献

{"title":"Enseñar activamente","authors":"","doi":"10.1016/j.rmclc.2024.10.008","DOIUrl":"10.1016/j.rmclc.2024.10.008","url":null,"abstract":"","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Page 548"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Restauración volumétrica autóloga en pacientes con hemiatrofia adiposa facial","authors":"Alicia María Tamayo-Carbón MD ,&nbsp;Gloribeth Carrasco MD ,&nbsp;Melvis Anaya-Blanco MD ,&nbsp;Zainela Labordes-López MD ,&nbsp;Miguel del Toro-Pazos MD ,&nbsp;Diana Katherine Cuastumal-Figueroa MD","doi":"10.1016/j.rmclc.2024.08.005","DOIUrl":"10.1016/j.rmclc.2024.08.005","url":null,"abstract":"<div><h3>Introduction</h3><div>Facial lipoatrophy lacks standard clinical criteria for its diagnosis and treatment; however, patients with hemifacial atrophy increase, affecting the mental health of patients who suffer from it. Lipografting has been rescued as an effective and safe treatment option.</div></div><div><h3>Objective</h3><div>To show the results of autologous volumetric restoration in patients with facial adipose hemiatrophy.</div></div><div><h3>Method</h3><div>Multicenter, descriptive, longitudinal and prospective study carried out on 29 patients treated at the Hermanos Ameijeiras Hospital, Cuba and the EIMEC clinic, Spain in the period from July 2018 to July 2023. Both sexes were included, between 19 and 75 years old, with facial asymmetry due to unilateral decrease in subcutaneous cellular tissue.</div></div><div><h3>Results</h3><div>The average age was 47.9 years. Women predominated with 79.3%. The most common etiologies were idiopathic, autoimmune and orbital trauma, each accounting for 17.2%. According to the degree of severity, grade II was the highest, with 65.5%, and grade III represented 34.5% of the total. Regarding the amount of grafted adipose tissue, 62.1% of the cases were 31 to 60<!--> <!-->ml, and 27.6% more than 60<!--> <!-->ml. According to the number of graft applications, 72.4% required one and 27.6% two applications. 93.1% had no complications and 6.9% reported 50% reabsorption of the graft. Patient satisfaction reached 100% and the results were classified as good in 86.21%; when there was improvement, without complications as well as patient satisfaction.</div></div><div><h3>Conclusion</h3><div>Autologous lipotransfer assisted with adipose tissue stem cells is a safe treatment option that offers good results in correcting asymmetry caused by hemifacial lipoatrophy.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 535-542"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bienestar laboral y condiciones ocupacionales en docentes de carreras de Ciencias de la Salud durante la crisis sanitaria por COVID-19","authors":"Lorena Vigueras-Riquelme MSc,&nbsp;Paula Parra-Ponce MSc,&nbsp;Cristhian Pérez-Villalobos PhD","doi":"10.1016/j.rmclc.2024.10.005","DOIUrl":"10.1016/j.rmclc.2024.10.005","url":null,"abstract":"<div><h3>Background</h3><div>Student well-being during the COVID-19 pandemic, and its relationship to personal and academic factors, has been extensively studied. However, there are few studies regarding this phenomenon in teachers.</div></div><div><h3>Objective</h3><div>To evaluate the relationship between occupational conditions and teachers’ wellbeing at work, in terms of their engagement and burnout, in health career teachers during the COVID-19 health crisis in Chile.</div></div><div><h3>Methods</h3><div>Quantitative study, with an observational and cross-sectional design and relational scope, with a non-probabilistic sampling strategy and by convenience, a sample of 234 health science teachers was obtained, who answered the UWES-17 Work Engagement Scale, the Maslach Burnout Inventory HSS version, a Scale of resources available for teaching and a sociodemographic questionnaire and working conditions, after reading and accepting an informed consent.</div></div><div><h3>Results</h3><div>Teachers reported high work engagement in its dimensions of vigor, absorption and dedication, moderate emotional exhaustion and less depersonalization and lack of personal fulfillment. Burnout and engagement showed inverse correlations with each other in almost all their factors (p<!--> <!-->&lt;<!--> <!-->0.05), except in the case of absorption. In addition, both variables showed a relationship with gender, age of the teachers and access to quiet places to work (p<!--> <!-->&lt;<!--> <!-->0.05).</div></div><div><h3>Conclusions</h3><div>The sociodemographic characteristics of teachers showed to be more associated with their reported well-being than their academic conditions. In terms of available resources, quiet spaces for work were more important than access to technology.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 503-511"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desarrollo de una declaración de uso de inteligencia artificial con una perspectiva de integridad académica en educacióN MéDica y Ciencias De la Salud","authors":"Daniela Avello-Sáez ,&nbsp;Nayadet Lucero-González ,&nbsp;Ignacio Villagrán","doi":"10.1016/j.rmclc.2024.06.003","DOIUrl":"10.1016/j.rmclc.2024.06.003","url":null,"abstract":"<div><h3>Introduction</h3><div>Artificial intelligence (AI), through tools like ChatGPT, is transforming higher education with more and more students and teachers incorporating AI into daily practice. Along these lines, new challenges emerge in the educational field, where the need for a balance between efficiency and originality, and a deep analysis with a focus on academic integrity is required.</div></div><div><h3>Aims</h3><div>This article discusses the relationship between AI and academic integrity in higher education and describes the process of developing an academic integrity statement adapted to the use of AI. Methodology: Using a methodology that includes analysis of relevant AI tools and expert evaluations, a framework for the ethical and responsible adoption of AI is proposed.</div></div><div><h3>Results</h3><div>The results show an effective integration of the statement in academic works, promoting transparency and honesty.</div></div><div><h3>Discussion and Conclusions</h3><div>The discussion highlights the variability in adoption of the statement across academic levels, suggesting the need for a more personalized approach. In conclusion, the role of the declaration in promoting ethical practices and preparing for future challenges at the intersection of technology and education should be emphasized.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 412-420"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autorregulación del aprendizaje en estudiantes chilenos de nivel técnico superior de Odontología: diferencias entre género y semestre de estudio","authors":"Pia Dortty Huguette Chieyssal Martineau MA ,&nbsp;Abdul Hernández Cortina MA, MSc, PhD","doi":"10.1016/j.rmclc.2024.09.004","DOIUrl":"10.1016/j.rmclc.2024.09.004","url":null,"abstract":"<div><h3>Introduction</h3><div>Self-regulated learning is associated with educational and demographic variables. However, few studies have associated gender with study profiles of self-regulated learning (SRL) in a population of students attending a technical education institute. To address the gaps in previous self-regulated learning profile research, the current study describes the levels of self-regulated learning in students attending odontology courses at a technical education institute. We also analyze the possible relationship between gender and SRL, and we identify the self-regulated learning differences between 2nd and 4th semester students.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted on 84 students enrolled in a professional technical institution in Santiago, Chile. The self-regulated learninǵs questionnaire was used for data collection. Statistical analysis of self-regulated learning included central tendency (mean), step-to-step variability (standard deviation), and distribution (skewness and kurtosis). The Mann-Whitney U test and the Student's t-test were calculated to compare groups.</div></div><div><h3>Results</h3><div>Out of 259 contacted students, 84 students (mean age 23.8<!--> <!-->±<!--> <!-->7.4 years, 91.7% female) participated. The self-regulated learning average was high and more positive among males (293.6 SD<!--> <!-->=<!--> <!-->64.8) than females (292.4 SD<!--> <!-->=<!--> <!-->45.0). There were no significant differences in self-regulated learning between students's genders (U<!--> <!-->=<!--> <!-->704). There were not any significant differences in this variable by semester either (t<!--> <!-->=<!--> <!-->9993, 95% CI<!--> <!-->=<!--> <!-->−20.5-20.3).</div></div><div><h3>Conclusions</h3><div>The results expand our understanding of self-regulated learning for students enrolled in a Technical Education Institute. In the future, the relationship between the students’ self-regulated learning and gender should be studied further.</div><div>.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 429-437"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La competencia de comunicación terapéutica en estudiantes de práctica profesional de Terapia Ocupacional: percepciones y opiniones desde los docentes","authors":"Natalia Castillo-Núñez MSc ,&nbsp;Vilma Mejía-Díaz MSc, MPH, PhD ,&nbsp;Joaquín Varas-Reyes MSc ,&nbsp;Daniela Avello MSc, PhD","doi":"10.1016/j.rmclc.2024.10.003","DOIUrl":"10.1016/j.rmclc.2024.10.003","url":null,"abstract":"<div><h3>Introduction</h3><div>Communication is key in Occupational Therapy and its effectiveness affects up to 20% of therapeutic results. It must be developed throughout the occupational therapists training and professional career, with internships being a critical period for the acquisition of these skills. This study explores opinions and perceptions about the importance and performance of communication competencies in Occupational Therapy students during their professional internships.</div></div><div><h3>Methodology</h3><div>Mixed sequential explanatory cross-sectional design, with a descriptive scope, in which 32 teachers participated through an online survey and individual interviews.</div></div><div><h3>Results</h3><div>The most relevant elements in relation to communication competence are: agreement on plans and problems, information, patient perspective and empathy. In addition, teachers found that the performance of communication competence in students improves at the end of professional internship.</div></div><div><h3>Discussions</h3><div>Communication competence is important, but there are differences in its assessment. Personal, curricular factors and teaching skills can influence performance. It is suggested to incorporate it into the curriculum from the beginning of training.</div></div><div><h3>Conclusions</h3><div>Communication competence is essential for occupational therapists, especially during their professional internships. Its continuous development should be encouraged so that students acquire clear and effective communication skills that promote therapeutic success.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 473-483"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impacto de las metodologías activas en las estrategias de aprendizaje de estudiantes del área de la salud de primer año en la Universidad Finis Terrae","authors":"Carolina Williams MSc, PhD ,&nbsp;Olga María López-Entrambasaguas PhD ,&nbsp;Ester Cayul PhD ,&nbsp;Jessica Goset-Poblete PhD","doi":"10.1016/j.rmclc.2024.02.004","DOIUrl":"10.1016/j.rmclc.2024.02.004","url":null,"abstract":"<div><div>Students are expected to enter higher education with a set of learning strategies that will allow them to achieve academic success on their own. In practice, however, a memorization-based learning approach prevails, causing students to struggle with problem-solving, organizing ideas, and planning their studies.</div><div>Furthermore, instructors continue to rely heavily on lecture-based instruction and passive activities, stifling the development of effective learning strategies. The aim of this study was to assess the evolution of learning strategies among health sciences students in relation to the active methodological load imposed by instructors over the course of an academic year. A quasi-experimental study was conducted with 184 first-year students from three health science programs. Teacher methodological intervention occurred during the second semester in two of the three programs, and the time of active interaction was measured for all first-year classes during both semesters. The instructors administered the abbreviated ACRA test before and after a methodological intervention, and the data were compared to a control program. The data was analyzed using descriptive and inferential statistics, such as t-Student tests and mixed regression. The findings showed that learning strategies in experimental programs changed significantly as the use of participatory teaching methodologies and activities increased. It is concluded that the use of active and participatory methodologies is associated with an increase in the variety and frequency of learning strategies used.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 385-392"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Macrodominios de competencias en telesalud de los profesionales del área de la salud","authors":"Jacqueline Ibarra-Peso MSc ,&nbsp;Cristina Monje-Vidal MSc ,&nbsp;Carlos Zúñiga-San Martín MD ,&nbsp;Marcela Hechenleitner-Carvallo MSc, PhD","doi":"10.1016/j.rmclc.2024.05.014","DOIUrl":"10.1016/j.rmclc.2024.05.014","url":null,"abstract":"<div><div>In response to the increasing worldwide implementation of telehealth with the intent of closing the gaps in access to health, the World Health Organization (WHO) stresses the importance of defining competencies for health professionals in this field. This article presents the results of a literature review that identifies telehealth competency domains that strengthen the skills of health professionals. The results were analysed by categorizing the competency domains systematically into macrodomains that encompasskeyaspectsoftelehealthpractice; suchas applicability, remote clinical care, communication, networking, management, professionalism, information technologies, and ethical and legal aspects. These findings, supported by WHO recommendations, provide a solid basis for designing telehealth training programs and can be adapted to local contexts, facilitating the development of policies and strategies to improve the quality and accessibility of health care in remote or underserved settings.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 393-399"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Módulo de promoción del uso responsable de antimicrobianos en odontología: diseño instruccional guiado por la teoría de carga cognitiva","authors":"Lorena Isbej DDS, MA ,&nbsp;Natacha Oyarzo DDS ,&nbsp;Claudia Véliz DDS, MSc ,&nbsp;Juan Carlos Ríos MSc, PhD","doi":"10.1016/j.rmclc.2024.08.004","DOIUrl":"10.1016/j.rmclc.2024.08.004","url":null,"abstract":"<div><h3>Introduction</h3><div>Aproximately 30% to 50% of annual antimicrobial prescriptions are inappropriate or unnecessary, enhancing the development of bacterial resistance. It has been proposed that the responsible use of antimicrobials in undergraduate programs be emphasized. However, teachers usually do not manage effective strategies for this purpose.</div></div><div><h3>Aims</h3><div>1. Develop an instructional design, guided by the cognitive load theory, of a teaching and learning module to promote responsible use of antimicrobials 2. Evaluate the educational impact of the module on third-year Dental students.</div></div><div><h3>Methods</h3><div>Action research and mixed methodology in four phases. i. Identification of learning needs and outcomes; ii. Instructional design guided by cognitive load theory; iii. Module implementation; iv. Educational impact on students was evaluated using satisfaction surveys, self-reports of learning outcomes achievement and a pre-post knowledge test. Descriptive and analytical statistical analysis (Wilcoxon test) and qualitative content analysis were used.</div></div><div><h3>Results</h3><div>The antimicrobial module was designed in Canvas (LMS), allocating protected time for study and a classroom session. The educational impact was evaluated in 48 students. The satisfaction survey reported positive results on their 10 items (minimum 81.3%). The results of the self-reports of achievement of 7 learning outcomes and the pre-post test of 18 questions were statistically significant (p<!--> <!-->&lt;<!--> <!-->0.001).</div></div><div><h3>Conclusions</h3><div>The design of this module could serve as a guide to promote the responsible use of antimicrobials while achieving greater satisfaction with students’ experience and learning outcomes.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 438-444"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entrenamiento de habilidades clínicas en Kinesiología: implementación de una estrategia mediada por tecnología en un contexto de retorno al aprendizaje presencial","authors":"Francisca Rammsy ,&nbsp;Michelle Goset ,&nbsp;Javiera Fuentes-Cimma ,&nbsp;Gustavo Torres ,&nbsp;Julián Varas ,&nbsp;Ignacio Villagrán","doi":"10.1016/j.rmclc.2024.09.001","DOIUrl":"10.1016/j.rmclc.2024.09.001","url":null,"abstract":"<div><h3>Introduction</h3><div>During the COVID-19 pandemic, remote teaching provided valuable insights into technology use, applicable on return to in-person education. Hybrid education emerges as a solution to limitations in faculty resources and practical experiences for acquiring clinical competencies in Health Sciences. This study describes a clinical skills training strategy using a feedback oriented platform, following the return to in-person education in Physiotherapy.</div></div><div><h3>Methods</h3><div>The methodology involves autonomous training sessions with asynchronous feedback, where students are assessed and provided feedback by an instructor through video demonstrations of skills. The extent of student training, performance, learning strategy appreciation, skill improvement and skill transfer to in-person exams were analyzed.</div></div><div><h3>Results</h3><div>In total, forty-two undergraduate Physical Therapy clinical skills were trained. Results emphasize individualized feedback delivery to all students, significant performance improvement, and positive strategy appreciation.</div></div><div><h3>Conclusions</h3><div>Remote training facilitated deliberate practice of clinical skills in students, offering opportunities for autonomous, peer-guided training prior to faculty supervision.</div></div>","PeriodicalId":31544,"journal":{"name":"Revista Medica Clinica Las Condes","volume":"35 5","pages":"Pages 491-502"},"PeriodicalIF":0.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}