Browsing by Author "Varas, Julian"

Now showing 1 - 9 of 9
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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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    From FUSE to a hands-on electrosurgery course using a cadaveric model
    (2024) Moller, Francesca; Figueroa, Ursula; Miguieles, Mariana; Belmar, Francisca; Jarry, Cristian; Varas, Julian; Searle, Susana; Soza, Jose Francisco; Botello, Eduardo
    IntroductionSurgical procedures in contemporary practice frequently employ energy-based devices, yet comprehensive education surrounding their safety and effectiveness remains deficient. We propose an innovative course for residents that aims to provide basic electrosurgery knowledge and promote the safe use of these devices.MethodsWe developed a simulated training course for first-year general surgery and orthopedic residents. First, a survey was conducted regarding their knowledge perception about energy devices. The course consisted of two online theoretical sessions, followed by three in-person practical sessions. First-year residents performed three video-recorded attempts using a cadaveric model and were assessed through a digital platform using the Objective Structured Assessment of Technical Skill (OSATS), a Specific Rating Scale (SRS), and a surgical energy-based devices scale (SEBS). Third-year residents were recruited as a control group.ResultsThe study included 20 first-year residents and 5 third-year residents. First-year residents perceived a knowledge gap regarding energy devices. Regarding practical performance, both OSATS and checklist scores were statistically different between novices at their first attempt and the control group. When we analyzed the novice's performance, we found a significant increase in OSATS (13 vs 21), SRS (13 vs 17.5), and SEBS (5 vs 7) pre- and post-training scores. The amount of feedback referred to skin burns with the electro-scalpel reduced from 18 feedbacks in the first attempt to 2 in the third attempt (p-value = 0.0002). When comparing the final session of novices with the control group, no differences were found in the SRS (p = 0.22) or SEBS (p = 0.97), but differences remained in OSATS (p = 0.017).ConclusionThis study supports the implementation of structured education in electrosurgery among surgical trainees. By teaching first-year residents about electrosurgery, they can acquire a skill set equivalent to that of third-year residents. The integration of such courses can mitigate complications associated with energy device misuse, ultimately enhancing patient safety.
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    Implementation of Distance-Based Simulation Training Programs for Healthcare Professionals Breaking Barriers During COVID-19 Pandemic
    (LIPPINCOTT WILLIAMS & WILKINS, 2021) Vera, Magdalena; Kattan, Eduardo; Cerda, Tomas; Niklitshek, Jessie; Montana, Rodrigo; Varas, Julian; Corvetto, Marcia A.
    A Summary Statement: The sudden rise of critically ill patients secondary to the SARS-CoV-2 pandemic has triggered a surge in healthcare response. This project's goal was to provide essential cognitive and technical skills to healthcare professionals returning to the workforce or reassigned to critical care clinical duties during the COVID-19 pandemic. The plan included the implementation of 4 distance-based simulation training programs, with asynchronous personalized feedback. The courses allowed the acquisition of skills for the complete critical care patient management chain: use of personal protection equipment, use of a high-flow nasal cannula, endotracheal intubation, and prone positioning. Participants logged into the platform, reviewed material, practiced while recording the session, and uploaded the video through the training platform. The expert tutor remotely delivered asynchronous feedback. Participants trained remotely until achieving course approval. Remote-based simulation seems a feasible and attractive alternative to provide adequate educational solutions, especially for remote and rural areas.
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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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    Simulation in medical education: a synopsis
    (SOC MEDICA SANTIAGO, 2013) Corvetto, Marcia; Pia Bravo, Maria; Montana, Rodrigo; Utili, Franco; Escudero, Eliana; Boza, Camilo; Varas, Julian; Dagnino, Jorge
    Simulation in medical education: a synopsis Clinical simulation is defined as a technique (not a technology) to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Over the past few years, there has been a significant growth in its use, both as a learning tool and as an assessment for accreditation. Example of this is the fact that simulation is an integral part of medical education curricula abroad. Some authors have cited it as an unavoidable necessity or as an ethical imperative. In Chile, its formal inclusion in Medical Schools' curricula has just begun. This review is an overview of this important educational tool, presenting the evidence about its usefulness in medical education and describing its current situation in Chile. (Rev Med Chile 2013; 141: 70-79).
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    The Role of Microsatellite Instability in Positive Margin Gastric Cancer Patients
    (2018) Polom, Karol; Marrelli, Daniele; Smyth, Elizabeth C.; Voglino, Costantino; Roviello, Giandomenico; Pascale, Valeria; Varas, Julian; Vindigni, Carla; Roviello, Franco
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    Undergraduate student's perception of clinical simulation workshops: assessment of an instrument
    (2018) Villagran, Ignacio; Tejos, Rodrigo; Chahuan, Javier; Uslar, Thomas; Pizarro Rojas, Margarita Alicia; Varas, Julian; Achurra Tirado, Pablo; Leiva Rodríguez, Isabel; Nazar Jara, Claudio; Sirhan Nahum, Marisol; Uribe, Javier; Ruz Ruz, Cristian Daniel; Villafranca, Carlos; Soza, Romina; Solis, Na
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    Validation of a synthetic simulation model of endoscopic rectus sheath plication
    (2024) Rojas, Maria Fernanda; Torres, Javier; Figueroa, Ursula; Varas, Julian; Achurra, Pablo; Navia, Alfonso; Cuadra, Alvaro; Searle, Susana
    Purpose Literature reviews outline minimally invasive approaches for abdominal diastasis in patients without skin excess. However, few surgeons are trained in endoscopic rectus sheath plication, and no simulated training programs exist for this method. This study aimed to develop and validate a synthetic simulation model for the training of skills in this approach under the Messick validity framework. Methods A cross-sectional study was carried out to assess the participants' previous level of laparoscopic/endoscopic skills by a questionnaire. Participants performed an endoscopic plication on the model and their performance was evaluated by one blinded observer using the global rating scale OSATS and a procedure specific checklist (PSC) scale. A 5-level Likert survey was applied to 5 experts and 4 plastic surgeons to assess Face and Content validity. Results Fifteen non-experts and 5 experts in abdominal wall endoscopic surgery were recruited. A median OSATS score [25 (range 24-25) vs 14 (range 5-22); p < 0.05 of maximum 25 points] and a median PSC score [11 (range 10-11) vs 8 (range 3-10); p < 0.05 of maximum 11 points] was significantly higher for experts compared with nonexperts. All experts agreed or strongly agreed that the model simulates a real scenario of endoscopic plication of the rectus sheath. Conclusion Our simulation model met all validation criteria outlined in the Messick framework, demonstrating its ability to differentiate between experts and non-experts based on their baseline endoscopic surgical skills. This model stands as a valuable tool for evaluating skills in endoscopic rectus sheath plication.
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    Validation of a Visual-Spatial Secondary Task to Assess Automaticity in Laparoscopic Skills
    (2018) Castillo, Richard; Alvarado, Juan; Moreno, Pablo; Billeke, Pablo; Martinez, Carlos; Varas, Julian; Jarufe Cassis, Nicolás