Browsing by Author "Wright Navarrete, Ana Cecilia"

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    Adaptación interactiva computacional de un examen clínico objetivo estructurado para enfermería
    (2014) Barrios Araya, Silvia; Masalán Apip, María Patricia; Wright Navarrete, Ana Cecilia
    Introducción: la evaluación de habilidades clínicas en el área de la salud ha variado a lo largo del tiempo; han surgido sistemas entre los cuales se encuentra el Examen clínico objetivo estructurado (ECOE) que evalúa competencias de la práctica clínica. Se pesquisó que los estudiantes llegan carentes de algunas destrezas cognitivas necesarias para enfrentar este tipo de evaluación. Se plantea la necesidad de contar con un examen interactivo computacional, que expone al estudiante a situaciones clínicas simuladas, que requieren de capacidades cognitivas previas al enfrentamiento de la situación real de evaluación, denominado "Examen clínico objetivo estructurado interactivo computacional" (ECOEic). Objetivo: comparar la efectividad del examen clínico objetivo estructurado interactivo computacional y del examen clínico objetivo estructurado tradicional para el aprendizaje y evaluación de técnicas clínicas básicas de enfermería. Métodos: estudio observacional, transversal cuasi-experimiental, 95 estudiantes de enfermería de 2do. año fueron aleatorizados a dos grupos, grupo control "ECOE" y grupo intervención "ECOEic más ECOE tradicional". Resultados: existen diferencias significativas de las medias del rendimiento expresado en nota entre el ECOEic y el ECOE tradicional, por lo tanto existe aprendizaje, progreso en el desempeño de habilidades clínicas en los estudiantes y mejorar el rendimiento. Conclusiones: se ha verificado la eficacia y efectividad del instrumento de evaluación creado, este podría aplicarse a través de los diferentes niveles de la carrera de Enfermería para evaluar las habilidades clínicas iniciales y/o terminales y fomentar el autoaprendizaje.
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    An assessment of the Chilean National Examination of Orthopaedic Surgery
    (2016) Urrutia Escobar, Julio Octavio; Orrego, Mario; Wright Navarrete, Ana Cecilia; Amenábar Velasco, Diego José.
    Abstract Background The Chilean National Examination of Orthopaedic Surgery (EMNOT) has been administered since 2009. It was developed to determine whether individual residents are meeting minimal knowledge standards at the end of their training programs. Methods We performed a retrospective evaluation of the EMNOT for all years it has been administered (2009–2015). The test was analyzed for content, taxonomy of questions asked (1: direct recall; 2: diagnosis; 3: evaluation/decision-making), residents’ performance, difficulty index and discrimination index. Results During the years of EMNOT administration, the most frequently tested areas have been pediatric orthopaedics (22.9 %), spine (13.8 %), general orthopaedics (13.8 %) and musculoskeletal trauma (9.9 %). A significant increase in questions with images was observed, as well as a significant decrease in the percentage of Type 1 and an increase in Type 3 questions. The Difficulty Index showed a medium level of difficulty for all years the examination has been administered. The Discrimination Index showed good discrimination in 2009, fair discrimination from 2010 through 2012, and excellent discrimination from 2013 through 2015. Conclusion The EMNOT has evolved over several years to include better quality questions, better discrimination, and a more representative distribution of questions covering the different orthopaedic sub-specialties. This examination represents an effective instrument for quality assurance of orthopaedic residency programs in Chile.
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    Analysis of a learning assessment system for pediatric internship based upon objective structured clinical examination, clinical practice observation and written examination
    (SOC BRASIL PEDIATRIA, 2010) Sandoval Salas, Gloria Eugenia; Valenzuela Magana, Patricia Milena; Monge Iriarte, Marcela; Toso Milos, Paulina Alejandra; Triviño Bonifay, Ximena Cecilia; Wright Navarrete, Ana Cecilia; Paris Horvitz, Enrique Isaac; Sánchez Díaz, Ignacio; Valdivia Cabrera, Gonzalo
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    ¿Están preparados los residentes e internos para enseñar?: percepción de estudiantes de medicina de pre y postgrado
    (Sociedad Médica Santiago, 2010) Reyes Abarca, Carlos Patricio; Zuñiga Parada, Denisse Alejandra; Wright Navarrete, Ana Cecilia; Olivares Osorio, Patricia Carolina; Toro Cabrera, Luis Alejandro; Aravena León, Carlos Andrés; Vergara Gutiérrez, Luis Roberto
    Background: Every doctor is expected to be competent in teaching. There are few initiatives to prepare medical students for this role. Aim: To explore residents (graduate students) and interns (final year undergraduate students) perceptions of the importance of acquiring teaching skills and how prepared they feel to meet this role. To, determine the importance that undergraduate students give to such teaching. Material and Methods: Residents and interns participated in focus groups, and completed the Medical Education Readiness Questionnaire (METRQ), 5(th) year medical students were also invited to complete it. Results: Three hundred and seventy seven subjects answered the questionnaire. The perceived importance of having teaching skills was 6.1 +/- 1.2 among residents and 5.7 +/- 1.6 among interns, in a scale 1 to 7. Their perception of their own preparation for teaching was 4.3 +/- 1.6 for both groups in the same scale. Students evaluated the preparation of the residents for teaching as 5.2 +/- 1.6 and that of the interns as 4.4 +/- 1.7. Seventy eight percent of 5(th) year medical students reported to learn more than 2.5 hours a week from residents. Fifty nine percent of residents and 66% of interns reported to teach tip to 2.5 hours per week to the same students. focus groups participants agreed that teaching is an important role for a physician, and that to do it properly requires personal characteristics, along with teaching skills. They also found that the best opportunties to learn how to teach are during practical training. Conclusions. Our Study contributes to the recognition of the teaching role of physicians and the need for teaching training among medical students.
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    Estructura factorial de la escala DREEM en estudiantes de medicina chilenos
    (2015) Ortega, B.; Perez, V.; Ortiz, M.; Fasce, H.; Mccoll, C.; Torres, A.; Wright Navarrete, Ana Cecilia; Marquez, U.; Parra, P.
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    Evaluación para el aprendizaje : experiencia en un curso teórico de pregrado en medicina
    (2015) Pérez, Gonzalo; Kattan Tala, Eduardo José; Collins, Luz; Wright Navarrete, Ana Cecilia; Rybertt, Tomás; González, Agustín; Sirhan Nahum, Marisol; Solís, Nancy; Pizarro Rojas, Margarita Alicia; Arrese Jiménez, Marco; Sarfatis Feige, Alberto; Lustig, Nicole; Arab Verdugo, Juan Pablo; Labarca L., Jaime; Riquelme Pérez, Arnoldo
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    Utilidad de la evaluación formativa en cursos clínicos integrativos en estudiantes de pregrado de medicina
    (2014) Labarca L., Jaime; Figueroa, C.; Huidobro del Fierro, Bárbara Andrea; Wright Navarrete, Ana Cecilia; Riquelme Pérez, Arnoldo; Moreno Bolton, R.