Browsing by Author "Rammsy, Francisca"

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    Clinical skill training in Physiotherapy: implementation of a technology-mediated strategy in a context to return to face-to-face learning
    (2024) Rammsy, Francisca; Goset, Michelle; Fuentes-Cimma, Javiera; Torres, Gustavo; Varas, Julian; Villagran, Ignacio
    Introduction: During the COVID-19 pandemic, remote teaching provided valuable insights into technology use, applicable on return to in-person education. Hybrid education emerges as a solution to limitations in faculty resources and practical experiences for acquiring clinical competencies in Health Sciences. This study describes a clinical skills training strategy using a feedback oriented platform, following the return to in-person education in Physiotherapy. Methods: The methodology involves autonomous training sessions with asynchronous feedback, where students are assessed and provided feedback by an instructor through video demonstrations of skills. The extent of student training, performance, learning strategy appreciation, skill improvement and skill individualized feedback delivery to all students, significant performance improvement, and positive Conclusions: Remote training facilitated deliberate practice of clinical skills in students, offering opportunities f or autonomous, peer-guided training prior to faculty supervision.
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    Exploring feedback literacy in the training of health professionals: a qualitative study
    (2024) Fuentes-Cimma, Javiera; Rammsy, Francisca; Molina-Obreque, Alanis; Murga-Alfaro, Valentina; Neira-Silva, Catalina; Olivares-Maturana, Daniela; Villagran, Ignacio
    Introduction: Feedback is recognized as a process in which students make sense of information from various sources and use it to improve performance. Several studies have shown dissatisfaction from students about this process, which could mean there is no conceptual consensus about this process.Feedback literacy refers to the understanding and capacities to make sense of the information received and use it to improve performance, which is considered essential for an effective feedback process. Despite its importance, the implications that student feedback literacy has in teaching and course design have not been sufficiently taken into account, and uncertainty persists about engaging them effectively, especially in clinical settings. Methodology: Cross-sectional study with a pragmatic approach and qualitative methods. First and fourth-year students from health-related careers at the Pontificia Universidad Cat & oacute;lica de Chile were invited to participate. Six focus groups were organized, and thematic analysis was used. Results: Three themes guided the findings. Differences exist between first- and fourth-year students regarding their capacity to recognize feedback instances and how they make sense of their experiences with this educational strategy. Students perceive feedback as a one-way process. Higher-level students recognize more instances of feedback. Conclusions: Understanding students' feedback literacy will enable future educational interventions on feedback processes in Health Sciences.
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    Remote, asynchronous training and feedback enables development of neurodynamic skills in physiotherapy students
    (2023) Villagrán Gutiérrez, Ignacio Andrés; Rammsy, Francisca; Del Valle, Javiera; Gregorio De Las Heras Moreau, Sofia Ignacia; Pozo, Liliana; García, Patricio; Torres, Gustavo; Varas Cohen, Julián; Mandrusiak, Allison; Corvetto Aqueveque, Marcia Antonia; Fuentes-Cimma, Javiera
    During the COVID-19 pandemic, face-to-face teaching and learning of physiotherapy practical skills was limited. Asynchronous, remote training has been effective in development of clinical skills in some health professions. This study aimed to determine the effect of remote, asynchronous training and feedback on development of neurodynamic skills in physiotherapy students. Methods Longitudinal repeated measurements study, across four training sessions. Participants engaged in a remote training program for development of upper limb neurodynamic techniques. In this sequential training, participants viewed the online tutorial, practiced independently, and uploaded a video of their performance for formative assessment and feedback from a trained instructor via a checklist and rubric. Results Intra-subject analyses of 60 third-year physiotherapy students showed that the target standard of performance, with no further significant change in scores, was attained following session 2 for the checklist and session 3 for the rubric. This shows that two sessions are required to learn the procedures, and three sessions yield further improvements in performance quality. Conclusion The remote, asynchronous training and feedback model proved to be an effective strategy for students’ development of neurodynamic testing skills and forms a viable alternative to in-person training. This study contributes to the future of acquiring physiotherapy clinical competencies when distance or hybrid practice is required.