Browsing by Author "Avello-Saez, Daniela"

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    Development of an artificial intelligence use statement with an academic integrity perspective in medical education and health sciences
    (2024) Avello-Saez, Daniela; Lucero-Gonzalez, Nayadet; Villagran, Ignacio
    Introduction: 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. Aims: 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. Results: The results show an effective integration of the statement in academic works, promoting transparency and honesty. Discussion and Conclusions: 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.
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    Perceptions of interprofessional education in first-year Health Sciences students and teachers through Service-Learning in the context of COVID-19: a mixed analysis
    (2024) Lucero-Gonzalez, Nayadet; Avello-Saez, Daniela; Fuentes-Lopez, Eduardo; Calvo-Sanchez, Fernanda; Espinosa-Repenning, Alejandra; Jeldes-Diaz, Paz; Fuentes-Cimma, Javiera; Villagran, Ignacio; Riquelme-Perez, Arnoldo
    Introduction: Interprofessional education (IPE) is crucial for the training of future health professionals, promoting collaboration and teamwork between disciplines. This study analyzes the perceptions about IPE of students and teachers in first year health sciences courses, using a Service Learning (S-L) methodology, which was conducted online during the COVID-19 pandemic. Methodology: A sequential mixed-method approach was implemented involving 88 students and 12 faculty members from Occupational Therapy, Physiotherapy, Nutrition and Dietetics, and Speech Therapy. Results: The findings revealed significant differences in the disposition towards interprofessional learning and interprofessional education after the intervention, especially in Nutrition and Dietetics students. Furthermore, the qualitative analysis highlighted the favorable perception of students and teachers towards IPE in virtual mode. Key skills such as interaction, communication, commitment, respect, and empathy were highlighted. The triangulation of qualitative and quantitative data showed convergence in "teamwork" and "patient-centeredness". Conclusion: This study supports the importance of IPE in the undergraduate training of health professionals, even in virtual environments like the present. Students demonstrated an excellent disposition and patient-centered approach. These findings underscore the need to continue developing undergraduate IPE programs, equipping students with skills and competencies for their future professional careers.