Browsing by Author "Isbej Esposito, Lorena Pilar"

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    Comparative 16S rRNA gene sequencing study of subgingival microbiota of healthy subjects and patients with periodontitis from four different countries
    (2023) Arredondo, A.; Álvarez, G.; Isabal, S.; Teughels, W.; Laleman, I.; Contreras, M. J.; Isbej Esposito, Lorena Pilar; Huapaya, E.; Mendoza, G.; Mor, C.; Nart, J.; Blanc, V.; León, R.
    Aim: To investigate the differences between the subgingival microbiota of healthy subjects (HS) and periodontitis patients (PP) from four different countries through a metagenomic approach. Materials and Methods: Subgingival samples were obtained from subjects from four different countries. Microbial composition was analysed through high-throughput sequencing of the V3–V4 region of the 16S rRNA gene. The country of origin, diagnosis and clinical and demographic variables of the subjects were used to analyse the microbial profiles. Results: In total, 506 subgingival samples were analysed: 196 from HS and 310 from patients with periodontitis. Differences in richness, diversity and microbial composition were observed when comparing samples pertaining to different countries of origin and different subject diagnoses. Clinical variables, such as bleeding on probing, did not significantly affect the bacterial composition of the samples. A highly conserved core of microbiota associated with periodontitis was detected, while the microbiota associated with periodontally HS was much more diverse. Conclusions: Periodontal diagnosis of the subjects was the main variable explaining the composition of the microbiota in the subgingival niche. Nevertheless, the country of origin also had a significant impact on the microbiota and is therefore an important factor to consider when describing subgingival bacterial communities.
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    In experts’ words: Translating theory to practice for teaching self-regulated learning
    (2024) Isbej Esposito, Lorena Pilar; Waterval, Dominique; Riquelme Perez, Arnoldo Javier; Veliz Paiva, Claudia Paz; Bruin, Anique B. H. de
    IntroductionHealth professions education (HPE) should help students to competently self-regulate their learning, preparing them for future challenges. This study explored the perspectives of expert self-regulated learning (SRL) researchers and practitioners on the practical integration of SRL theories into teaching.MethodsAn exploratory qualitative research study was conducted involving semi-structured interviews with acknowledged research leaders in the field of SRL and/or experienced professionals dedicated to teaching SRL strategies for complex skills in different disciplines. The data were analyzed using an iterative thematic approach guided by a six-step framework.ResultsFifteen interviews were conducted with experts from six countries representing diverse contexts, cultures, and disciplines. We identified five themes related to translating theory to practice for teaching SRL in HPE: theoretical issues, cultural aspects, stakeholders’ participation, teaching complexity, assessment, and feedback.ConclusionsThis study presents a useful starting point for teaching SRL. The experts suggest a supportive learning environment with the guidance of competent teachers by using general and task-specific teaching and learning strategies, as well as sufficient sources and cycles of feedback, all tailored to the culture and context. These findings call for a shift in faculty development programs to foster teachers to support second-order scaffolding in HPE.
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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.