Browsing by Author "Villagran, Ignacio"

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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    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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    Development of an artificial intelligence use statement with an academic integrity perspective in medical education and health sciences
    (2024) Avello-Saez, Daniela; Lucero-Gonzalez, Nayadet; Villagran, Ignacio
    Introduction: Artificial intelligence (AI), through tools like ChatGPT, is transforming higher education with more and more students and teachers incorporating AI into daily practice. Along these lines, new challenges emerge in the educational field, where the need for a balance between efficiency and originality, and a deep analysis with a focus on academic integrity is required. Aims: This article discusses the relationship between AI and academic integrity in higher education and describes the process of developing an academic integrity statement adapted to the use of AI. Methodology: Using a methodology that includes analysis of relevant AI tools and expert evaluations, a framework for the ethical and responsible adoption of AI is proposed. Results: The results show an effective integration of the statement in academic works, promoting transparency and honesty. Discussion and Conclusions: The discussion highlights the variability in adoption of the statement across academic levels, suggesting the need for a more personalized approach. In conclusion, the role of the declaration in promoting ethical practices and preparing for future challenges at the intersection of technology and education should be emphasized.
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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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    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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    Perceptions of interprofessional education in first-year Health Sciences students and teachers through Service-Learning in the context of COVID-19: a mixed analysis
    (2024) Lucero-Gonzalez, Nayadet; Avello-Saez, Daniela; Fuentes-Lopez, Eduardo; Calvo-Sanchez, Fernanda; Espinosa-Repenning, Alejandra; Jeldes-Diaz, Paz; Fuentes-Cimma, Javiera; Villagran, Ignacio; Riquelme-Perez, Arnoldo
    Introduction: Interprofessional education (IPE) is crucial for the training of future health professionals, promoting collaboration and teamwork between disciplines. This study analyzes the perceptions about IPE of students and teachers in first year health sciences courses, using a Service Learning (S-L) methodology, which was conducted online during the COVID-19 pandemic. Methodology: A sequential mixed-method approach was implemented involving 88 students and 12 faculty members from Occupational Therapy, Physiotherapy, Nutrition and Dietetics, and Speech Therapy. Results: The findings revealed significant differences in the disposition towards interprofessional learning and interprofessional education after the intervention, especially in Nutrition and Dietetics students. Furthermore, the qualitative analysis highlighted the favorable perception of students and teachers towards IPE in virtual mode. Key skills such as interaction, communication, commitment, respect, and empathy were highlighted. The triangulation of qualitative and quantitative data showed convergence in "teamwork" and "patient-centeredness". Conclusion: This study supports the importance of IPE in the undergraduate training of health professionals, even in virtual environments like the present. Students demonstrated an excellent disposition and patient-centered approach. These findings underscore the need to continue developing undergraduate IPE programs, equipping students with skills and competencies for their future professional careers.
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    Spanish version of the readiness for interprofessional learning scale (RIPLS) in an undergraduate health sciences student context
    (TAYLOR & FRANCIS INC, 2021) Villagran, Ignacio; Jeldez, Paz; Calvo, Fernanda; Fuentes, Javiera; Moya, Jose; Baranao, Patricio; Irarrazabal, Lisette; Rojas, Noelia; Soto, Paula; Barja, Salesa; Fuentes Lopez, Eduardo
    The Readiness for Interprofessional Learning Scale (RIPLS) has been widely used to measure students' and professionals' attitudes toward interprofessional learning. However, inconsistencies have been reported concerning its validity and reliability. This study aimed to translate, adapt, and validate the RIPLS questionnaire to be applied to Spanish-speaking health sciences students in Chile. Content and construct validity evidence of the newly created Spanish version of the RIPLS scale were analyzed. An exploratory (EFA) and confirmatory (CFA) analysis were conducted, determining goodness-of-fit indexes. Reliability was evaluated through Cronbach's Alpha Coefficient. We assessed sensitivity to change of the RIPLS scale by comparing pre- and post-interprofessional education workshop scores. The EFA showed that there were three factors. In the CFA, most of the standardized factor loadings were higher than 0.3. Regarding internal consistency, Cronbach's Alpha was 0.86. The differences between the total RIPLS scores before and after the workshops were statistically significant. The Spanish version of RIPLS showed evidence of validity and reliability for use amongst health sciences students. The construct was adequately measured and was shown that it could be used to assess the impact of interprofessional education workshops.
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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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    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