Browsing by Author "Escalona G."

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    Improving Medical Student Performance With Unsupervised Simulation and Remote Asynchronous Feedback
    (2024) Varas J.; Belmar F.; Fuentes J.; Vela J.; Contreras C.; Letelier L.M.; Riquelme A.; Asbun D.; Abbott E.F.; Escalona G.; Alseidi A.; O'Sullivan P.; Villagran I.
    © 2024 Association of Program Directors in SurgeryObjective: This study aims to assess the effectiveness of training medical students to perform two clinical procedures using unsupervised simulation with remote asynchronous feedback, compared to an intensive workshop with in-person feedback. Design, Setting, and Participants: Third-year medical students were recruited and randomized into 2 groups: Thoracentesis or paracentesis. Within each group, participants were further randomized into either unsupervised simulation with remote asynchronous feedback (experimental group; EG) or a 2-hour workshop (control group; CG). The EG underwent two unsupervised 20-minute training sessions and received remote asynchronous feedback. The CG had a 2-hour workshop where they received in-person feedback. After training, students were assessed using the objective structured assessment of technical skills (OSATS) scale. Twenty students in thoracentesis and 23 in paracentesis training completed the 2 training sessions with remote and asynchronous feedback, and 30 students for both thoracentesis and paracentesis groups completed the 2-hour workshop. Results: The EG achieved a significantly higher passing rate than the CG on both procedures (thoracentesis 80% vs. 43%, paracentesis 91% vs. 67%, p-value< 0.05). Conclusion: The asynchronous educational method allowed EG students to achieve higher performance than CG students. This novel modality allowed students and instructors to train and assess at their own pace.
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    Teacher Well-Being During the COVID-19 Pandemic in Chile: Demands and Resources for Tackling Psychological DistressBienestar Docente durante la Pandemia de COVID-19 en Chile: Demandas y Recursos para Afrontar la Angustia Psicológica
    (Pontificia Universidad Catolica de Chile 1, 2022) Cabezas V.; Cabezas V.; Narea M.; Irribarra D.T.; Narea M.; Icaza M.; Escalona G.; Reyes A.
    © Copyright 2021 by PsykheThe COVID-19 pandemic left more than three-quarters of the world's children and young people unable to physically attend school. The crisis is putting pressure on educators and teachers to change the way they give lessons, which might be creating more stressful situations for teachers. Based on an online questionnaire administered nationwide to 6,064 Chilean teachers—enrolled through a non-probability sampling strategy during the pandemic in 2020—, exploratory and confirmatory factor analyses and linear regressions were performed, using structural equation modeling, to determine the participants' psychological distress level and how it relates to resources and demands of their educational environment as well as to sociodemographic and contextual factors. Overall, results show that the toll on psychological well-being has been heavier for female teachers, those who take care of minors and adults, and those who work in non-subsidized private schools. In addition, having more time to plan lessons and being able to balance work and home duties was found to reduce teachers' psychological distress index. Contrary to expectations, having more resources to facilitate remote work is associated with an increase in teacher psychological distress. These findings lead to reflection on the need for interventions and policies focused on teacher well-being within the context of the ongoing pandemic