Browsing by Author "Fuentes Cimma, Javiera Carolina"

Now showing 1 - 12 of 12
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    Adaptation, psychometric properties, and implementation of the mini-CEX in dental clerkship
    (2021) Véliz, Claudia P.; Fuentes Cimma, Javiera Carolina; Fuentes López, Eduardo; Riquelme Pérez, Arnoldo
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    Analízate: Towards a Platform to Analyze Activities and Emotional States of Informal Caregivers
    (2018) Astudillo, Ignacio; Fuentes Cimma, Javiera Carolina; Herskovic, Valeria
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    Barriers for research activities in residency programs: A mix-methods study
    (2023) Merino Lara, Tomas Rodrigo; Rojas Donoso, Viviana Isabel; Fuentes López, Eduardo; Sanchez Rojel, Cesar Giovanni; Pizarro Rojas, Margarita Alicia; Fuentes Cimma, Javiera Carolina; Cifuentes Aguila, Lorena Isabel; Cuello Fredes Mauricio Arturo; Carvajal Cabrera, Jorge Andrés; Balcells Marty, Maria Elvira; Riquelme Pérez, Arnoldo
    Introduction: Research activities have a positive impact on the performance of residents. However, information on research conducted by residents from developing countries is scarce. Our study sought to identify the barriers and facilitators for developing research in medical residency programs in a Latin-American faculty of medicine. Methods: A mixed methodology study design was carried out. We used a grounded theory approach for the qualitative phase, collecting data through semi-structured interviews and focus groups with faculty and residents. For the quantitative phase, surveys were administered to residents and teachers. We used factor analysis and scree plot (validity), Cronbach's alpha, and Intraclass correlation coefficient (reliability) to evaluate the surveys' psychometric properties. Results: Focus groups involving ten faculty members and 15 residents were conducted, and the following domains were identified: a) facilitators for resident participation, b) barriers, c) strategies for introducing research into the curriculum, d) arguments supporting research activities throughout medical residency, and e) profile of research-motivated residents. Both residents and faculty members identified a lack of protected time and adequate mentoring as the major barriers. A gender gap was found related to international publications (34% vs. 66% women/men); women perceived that research activities 'compete with other activities' (OR: 2.04, 95% CI 1.03 to 4.07). Conclusions: Research is highly valued by both residents and faculty members at a Latin-American university with a strong academic output. Major barriers to promoting research in this context include lack of protected time and effective mentoring, and gender gaps. Strategies proposed to improve research within medical residency programs include: establishing an interdisciplinary mentoring program between residents and researchers, promoting elective rotations, and rewarding proposals that consider gender equity.
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    Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review
    (2024) Fuentes Cimma, Javiera Carolina; Sluijsmans, Dominique; Riquelme Pérez, Arnoldo Javier; Villagrán Gutiérrez, Ignacio Andrés; Isbej Espósito, Lorena Pilar; Olivares Labbé, María Teresa; Heeneman, Sylvia
    Background: Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student's performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback. Methods: A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework. Results: The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes. Conclusions: this review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.
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    Enhancing Feedback Uptake and Self-Regulated Learning in Procedural Skills Training
    (2024) Villagrán Gutiérrez, Ignacio Andrés; Hernández Román, Rocío Belén; Schuit Condell, Gregory Kees; Neyem, Hugo Andrés; Fuentes Cimma, Javiera Carolina; Larrondo Vergara, María Loreto; Margozzini Delorenzo, Elisa; Hurtado Bunster, María Teresa; Iriarte Vásquez, Zoe; Miranda Mendoza, Constanza Sofía; Varas Cohen, Julián Emanuel; Hilliger Carrasco, Isabel
    Remote technology has been widely incorporated into health professions education. For procedural skills training, effective feedback and reflection processes are required. Consequently, supporting a self-regulated learning (SRL) approach with learning analytics dashboards (LADs) has proven beneficial in online environments. Despite the potential of LADs, understanding their design to enhance SRL and provide useful feedback remains a significant challenge. Focusing on LAD design, implementation, and evaluation, the study followed a mixed-methods two-phase design-based research approach. The study used a triangulation methodology of qualitative interviews and SRL and sensemaking questionnaires to comprehensively understand the LAD’s effectiveness and student SRL and feedback uptake strategies during remote procedural skills training. Initial findings revealed the value students placed on performance visualization and peer comparison despite some challenges in LAD design and usability. The study also identified the prominent adoption of SRL strategies such as help-seeking, elaboration, and strategic planning. Sensemaking results showed the value of personalized performance metrics and planning resources in the LAD and recommendations to improve reflection and feedback uptake. Subsequent findings suggested that SRL levels significantly predicted the levels of sensemaking. The students valued the LAD as a tool for supporting feedback uptake and strategic planning, demonstrating the potential for enhancing procedural skills learning.
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    InMyDay: A Digital Diary to Promote Self-care Among Elders
    (2017) Fernández, Marcelo; Rodríguez Ramírez, Iyubanit; Rossel, Pedro O.; Fuentes Cimma, Javiera Carolina; Herskovic, Valeria
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    Integrating Comprehensive Rehabilitation Care to Multimorbidity Approach: A Challenge for the Chilean Public Health System
    (2024) Zamorano, Paula; Calvo Sánchez, María Fernanda; Banda Rabah, Ricardo Sebastián; Fuentes Cimma, Javiera Carolina; Molina Cerna, Clara Inés; Medina, Elena; González Madrid, Marcela Carolina
    The multimorbidity approach involves promotional and preventive strategies. The demand for rehabilitation services has grown exponentially in recent years, leading to the urgency of rethinking care delivery. In Chile, there are laws, programs, and guidelines that, from their theoretical basis, include a person-centered care focus. But in real practice, multiple barriers trigger important fragmentation of care. In response, a new strategy has been proposed to answer whether comprehensive rehabilitation care based on multimorbidity positively impacts the health system performance, people’s functionality, and quality of life, which will be implemented as a pilot study with a national scale-up focus
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    Interactive virtual scenarios as a technological resource to improve musculoskeletal clinical reasoning skills of undergraduate physiotherapy students
    (2020) Torres Riveros, Gustavo Andrés; Villagrán Gutiérrez, Ignacio Andrés; Fuentes Cimma, Javiera Carolina; Araya Silva, Juan Pablo; Jouannet, C.; Fuentes López, Eduardo
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    Making Communication Frequency Tangible: How Green Is My Tree?
    (2016) Fuentes Cimma, Javiera Carolina; Rodríguez Ramírez, Iyubanit; Herskovic, Valeria
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    Students and clinical teachers’ experiences about productive feedback practices in the clinical workplace from a sociocultural perspective
    (2024) Fuentes Cimma, Javiera Carolina; Sluijsmans, Dominique; Ortega Bastidas, Javiera; Villagran, Ignacio; Arnoldo Javier, Riquelme Pérez; Heeneman, Sylvia
    For feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A recent sociocultural approach to feedback practices recognized three layers to understand the complexity of productive feedback: the encounter layer, the design layer, and the knowledge layer. This study explores the sociocultural factors that influence productive feedback practices in clinical settings from the clinical teacher–student dyad perspective. A cross-sectional qualitative study in a physiotherapy clerkship involved semi-structured interviews with ten students and eight clinical educators. Convenience sampling was used, and participation was voluntary. Employing thematic analysis from a sociocultural perspective, this study examined feedback practices across the three layers of feedback practices. The analysis yielded different elements along the three layers that enable productive feedback practices in the clinical workplace: (1) the feedback encounter layer: dyadic relationships, mutual trust, continuity of supervision, and dialogue; (2) the feedback design layer: enabled learning opportunities and feedback scaffolding; (3) the knowledge domain layer in the clinical culture: Growing clinical experience and accountability. In the context of undergraduate clinical education, productive feedback practices are shaped by social–cultural factors. Designing feedback practices should consciously integrate these components, such as cultivating relationships, fostering guidance, enhancing feedback agency, and enabling supervised autonomy to promote productive feedback.
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    Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students
    (2023) Fuentes Cimma, Javiera Carolina; Fuentes López, Eduardo; Isbej Esposito, Lorena Pilar; De La Fuente, Cancino Carlos Ignacio; Riquelme Pérez, Arnoldo Javier; Clausdorff Fiedler, Hans Jurgen; Torres Riveros, Gustavo Andrés; Villagrán Gutiérrez, Ignacio Andrés
    Clinical workplace-based learning is essential for undergraduate health professions, requiring adequate training and timely feedback. While the Mini-CEX is a well-known tool for workplace-based learning, its written paper assessment can be cumbersome in a clinical setting. We conducted a utility analysis to assess the effectiveness of an adapted Mini-CEX implemented as a mobile device WebApp for clinical practice assessment. We included 24 clinical teachers from 11 different clinical placements and 95 undergraduate physical therapy students. The adapted Mini-CEX was tailored to align with the learning outcomes of clinical practice requirements and made accessible through a WebApp for mobile devices. To ensure the validity of the content, we conducted a Delphi panel. Throughout the semester, the students were assessed four times while interacting with patients. We evaluated the utility of the adapted Mini-CEX based on validity, reliability, acceptability, cost, and educational impact. We performed factor analysis and assessed the psychometric properties of the adapted tool. Additionally, we conducted two focus groups and analyzed the themes from the discussions to explore acceptability and educational impact. The adapted Mini-CEX consisted of eight validated items. Our analysis revealed that the tool was unidimensional and exhibited acceptable reliability (0.78). The focus groups highlighted two main themes: improving learning assessment and the perceived impact on learning. Overall, the eight-item Mini-CEX WebApp proved to be a valid, acceptable, and reliable instrument for clinical practice assessment in workplace-based learning settings for undergraduate physiotherapy students. We anticipate that our adapted Mini-CEX WebApp can be easily implemented across various clinical courses and disciplines.