Browsing by Author "Miranda, Constanza"

Now showing 1 - 15 of 15
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    Analytical categories to describe deficit attributions in deep disagreements between citizens and experts
    (2021) Fuentes, Claudio ; Goñi, Julian “Iñaki” ; Miranda, Constanza
    Disagreements often arise from citizen-expert collaboration, as both agents share a different epistemic worldview. Fogelin, following Wittgenstein, proposed that some disagreements (i.e. deep disagreements) cannot be rationally solved when participants share different forms of life. Citizen-expert is an exemplar of this sort of disagreement. Moreover, deep disagreements are often followed by deficit attributions from one of the agents to the other, regarding their epistemic understanding, credibility, and motives. Articulating the notions of deep disagreements and deficit attributions, as well as reviewing the complementary concept of epistemic injustice, we have constructed analytical categories that allow us to understand two things: (1) how deficit attributions operate in dialogical contexts of deep disagreements and (2) what types of deficit attributions we can find. We expect that this characterization can serve to analyze citizen-expert dialogues and the pursuit of more modest and inclusive forms of conversation.
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    Design of a Curriculum Analytics Tool to Support Continuous Improvement Processes in Higher Education
    (2020) Hilliger Carrasco, Isabel; Aguirre, Camila; Miranda, Constanza; Celis, Sergio; Perez-Sanagustin, Mar
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    Developing an Innovative Medical Training Simulation Device for Peripheral Venous Access: A User-Centered Design Approach
    (2020) Miranda, Constanza ; Altermatt Couratier, Fernando René; Villagrán, Ignacio ; Goñi, Julián
    Nurses and other health students may lack the proper time for training procedural tasks, such as peripheral venous access. There is a need to develop these abilities in novices so that errors can be avoided when treating real patients. Nonetheless, from an experiential point of view, the simulation devices offered in the market do not always make sense for educators and trainees. This could make the adoption of new technology difficult. The purpose of this case study is to describe the development of an innovative simulation device and to propose concrete tactics for the involvement of the educators and trainees. We used a participative design based approach, with an ethnographic basis, where incremental cycles of user testing, development and iteration were involved. The study showcases methods from the field of design and anthropology that can be used to develop future simulation devices that resonate with students and educators to achieve a long term learning experience. Results could shed a light on new ways for the involvement of educators and students to create devices that resonate with them, making learning significant and effective.
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    Does the Revision of ABET Student Outcomes Include the Competencies Required to Succeed in Start-Ups and Entrepreneurial Companies?
    (2017) Hilliger, Isabel ; Miranda, Constanza ; Pérez-Sanagustín, Mar ; De la vega, Manuela
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    Epoxy-Copper Composite Materials for Injection Mold Optimal Design: a Low-Run Production Simulative Study
    (2022) Soledad Rodriguez-Alliende, Maria; Ramos Grez, Jorge; Miranda, Constanza
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    Five Qualitative Research Concepts Grounded in Anthropological Methods for Teaching Design in Healthcare
    (2022) Miranda, Constanza; Goñi, Julian; Labruto, Nicole
    Biomedical engineering, engineering, and design in health programs around the world have involved human-centered design as part of their undergraduate curriculum. The disparities evidenced during the COVID-19 pandemic and the rapid developments of biotech startups have highlighted the importance of preparing professionals in the health areas for undertaking rigorous, empathetic, and ethical research. In addition to working with human-driven information, students in the health areas are challenged to deal with technical developments that involve legal and ethical concerns deeply rooted in sociopolitical issues and human rights. Concerned with how to achieve a better understanding of behavior in designing for healthcare, this article describes the rationale behind teaching qualitative research in healthcare for biomedical engineering and engineering design education. Through portraying different healthcare designs resulting from an engineering design course, it describes the instruction of qualitative-driven concepts taught to biomedical engineering, design, and premed undergraduate students. Using a design-based research approach, we look to increase the chances of adoption of the presented qualitative research concepts in educational design in health programs. We deliver five tested research tools that better prepare students to carry out more rigorous, respectful, and aware qualitative research in health areas for the development of novel solutions.
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    Implementing Artificial Intelligence in Physiotherapy Education: A Case Study on the Use of Large Language Models (LLM) to Enhance Feedback
    (2024) Villagran, Ignacio; Hernandez, Rocio; Schuit, Gregory; Neyem, Andres; Fuentes-Cimma, Javiera; Miranda, Constanza; Hilliger, Isabel; Duran, Valentina; Escalona, Gabriel; Varas, Julian
    This article presents a controlled case study focused on implementing and using generative artificial intelligence, specifically large language models (LLMs), in physiotherapy education to assist instructors with formulating effective technology-mediated feedback for students. It outlines how these advanced technologies have been integrated into an existing feedback-oriented platform to guide instructors in providing feedback inputs and establish a reference framework for future innovations in practical skills training for health professions education. Specifically, the proposed solution uses LLMs to automatically evaluate feedback inputs made by instructors based on predefined and literature-based quality criteria and generates actionable textual explanations for reformulation. In addition, if the instructor requires, the tool supports summary generation for large sets of text inputs to achieve better student reception and understanding. The case study describes how these features were integrated into the feedback-oriented platform, how their effectiveness was evaluated in a controlled setting with documented feedback inputs, and the results of its implementation with real users through cognitive walkthroughs. Initial results indicate that this innovative implementation holds great potential to enhance learning and performance in physiotherapy education and has the potential to expand to other health disciplines where the development of procedural skills is critical, offering a valuable tool to assess and improve feedback based on quality standards for effective feedback processes. The cognitive walkthroughs allowed us to determine participants' usability decisions in the face of these new features and to evaluate the perceived usefulness, how this would integrate into their workload, and their opinion regarding the potential for the future within this teaching strategy. This article concludes with a discussion of the implications of these findings for practice and future research directions in this developing field.
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    Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education
    (2020) Goñi, Julian ; Cortázar, Catalina; Alvares, Danilo ; Donoso, Uranía ; Miranda, Constanza
    Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.
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    Lessons learned from designing a curriculum analytics tool for improving student learning and program quality
    (2022) Hilliger Carrasco, Isabel; Aguirre, Camila; Miranda, Constanza; Celis, Sergio; Perez-Sanagustin, Mar
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    Multimodal Assessment in Clinical Simulations: A Guide for Moving Towards Precision Education
    (2024) Schwengel, Deborah; Villagran, Ignacio; Miller, Geoffrey; Miranda, Constanza; Toy, Serkan
    Technological advances and cutting-edge data analytics approaches give new prospects for using multimodal assessments in simulation-based medical education. These multimodal approaches consider the interaction of data obtained from multiple sources and can enhance our ability to assess the educational efficacy of simulations and optimize learning experiences for each individual learner. However, several challenges could jeopardize the successful implementation of this approach. We present a practical guide for integrating multimodal assessment in clinical simulation-based education, offering educators and researchers a systematic checklist to consider before undertaking these multimodal assessment initiatives.
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    Pathways to the creation of research capacities in Universities in developing countries: perspectives from a literature review
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023) Veliz, Daniela; Bernasconi Ramírez, Andrés; Celis, Sergio; Mella, Monserratt; Miranda, Constanza
    Universities seeking to establish or expand their research missions in developed countries have at their disposal well-established literature on strategies to foster research capacity in universities. On the contrary, the literature on these processes in the context of developing countries is quite recent and scarce. We offer a descriptive, narrative review of the literature on research capacity building in universities in developing countries, both in terms of the conceptual models or theoretical frameworks used and of strategies reported. We also compare this corpus with recent literature on this set of issues coming from developed countries, covering 40 papers overall. On the theoretical side, we find substantial differences in density and content across both sets of papers. The empirical dimension suggests universities in developing countries tackle the problems of fostering research capacity piecemeal and idiosyncratically without the benefit of an overall conceptual model or blueprint to guide them.
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    Self-tracking Time-On-Task: Web-Based Weekly Timesheets for Higher Education Students
    (2021) Hilliger Carrasco, Isabel; Miranda, Constanza; Schuit, Gregory; Perez-Sanagustin, Mar
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    The ethical implications of collecting data in educational settings: discussion on the technology and engineering attitude scale (TEAS) and its psychometric validation for assessing a pre-engineering design program
    (2021) Miranda, Constanza ; Goñi, Julian; Pickenpack, Astrid ; Sotomayor, Trinidad
    K-12 Engineering Education has placed a lot of attention on students' attitudes or predispositions towards science and technology. However, most assessment methods are focused on STEM as a whole or only on technology. In this article, we will discuss the instrument called Technology and Engineering Attitude Scale (TEAS) which focuses on attitudes towards technology. Previous studies and applications of this particular scale lacked proper statistical validation of the instrument. The following research looks at the application of an adapted version of the TEAS to assess a GEDC awarded pre-engineering design program in Chile. This version was psychometrically analyzed in 436 cases to validate the interpretations driven by a particular cultural context and specific to the discipline of engineering. The article focuses on the modifications applied to the instrument after the statistical validity process. The discussion is centered on the ethical importance of adapting an existing scale in a valid and reliable way to assess a pre-engineering design program in a local context. Lessons learned and recommendations for future research in this area are proposed based on this particular experience.