ABSTRACT
Introducción: Las prácticas pedagógicas del docente en el debriefing son importantes para asegurar mejores resultados de aprendizaje en la educación basada en simulación clínica. Objetivo: Evaluar la estructura factorial de una versión adaptada de la escala de evaluación del debriefing para simulación en salud en estudiantes de Enfermería. Métodos: Estudio cuantitativo metodológico. Fueron elegidos 159 estudiantes de la carrera de Enfermería de una universidad privada de Concepción (Chile) mediante muestreo no probabilístico por accesibilidad. Estos respondieron la versión adaptada de la escala de evaluación del debriefing para simulación en salud más un cuestionario sociodemográfico, previo consentimiento informado. Se realizó un análisis factorial exploratorio de esta versión adaptada, se evaluó la confiabilidad del factor encontrado a través de alfa de Cronbach y luego se condujo un análisis descriptivo de estos. Resultados: Solo un factor fue identificado, el cual permite evaluar la calidad del debriefing en simulación clínica. El análisis de la confiabilidad del factor identificado mostró un alfa de Cronbach de 0,97, por lo que se clasificó como excelente, según los tramos sugeridos por George y Mallery. Conclusiones: Los resultados presentan evidencia psicométrica que apoya la validez y confiabilidad de la versión adaptada de la escala de evaluación del debriefing para simulación en salud, para emplearla en la evaluación de la calidad del debriefing en simulación clínica en la carrera de Enfermería. No obstante, se asume que su uso debe ser complementario y no excluyente, con un abordaje cualitativo de este fenómeno(AU)
Introduction: Professors' pedagogical practices in debriefing are important to ensure better learning outcomes in clinical simulation-based education. Objective: To assess the factorial structure of an adapted version of the Debriefing Evaluation Scale for health simulation in Nursing students. Methods: A methodological quantitative study was carried out with 159 Nursing students from a private university in Concepción, Chile, chosen through nonprobabilistic sampling for accessibility. They answered the adapted version of the Debriefing Evaluation Scale for health simulation and a sociodemographic questionnaire, with prior informed consent. An exploratory factor analysis of this adapted version was carried out, the reliability of the factor found was assessed using Cronbach's alpha, and then a descriptive analysis of these elements was carried out. Results: Only one factor was identified, which allows assessing the quality of debriefing in clinical simulation. The analysis of the reliability of the identified factor showed a Cronbach's alpha of 0.97, a reason why it was classified as excellent, according to the ranges suggested by George and Mallery. Conclusions: The results present psychometric evidence that supports the validity and reliability of the adapted version of the Debriefing Evaluation Scale for health simulation, to be used for assessing the quality of debriefing in clinical simulation in the Nursing major. However, it is assumed that its use must be complementary and not exclusive, with a qualitative approach to this phenomenon(AU)
Subject(s)
Humans , Students, Nursing , Reproducibility of Results , Factor Analysis, Statistical , LearningABSTRACT
Background: Alarms about mistreatment in medical education have been raised for almost 30 years. Aim: To describe the frequency of abuse reports among medical students at a university in Chile, investigating their association with age, sex, and educational level. Material and Methods: The Mistreatment by Teachers Questionnaire was applied to 264 first to seventh year medical students (54% males). An exploratory factorial analysis of the instrument was performed, a descriptive analysis was made and its relationship with age, sex and level of training were evaluated. Results: Ninety eight percent of respondents reported having been mistreated at least once. Mistreatment was grouped into three factors with a confidence ranging between α = 0.79 and 0.93, namely demoralization, deregulated demands and physical aggression. The first two were associated with age and level of education. There were no differences by sex. Conclusions: Mistreatment is common in undergraduate medical education, as it has been found in other universities around the world.
Subject(s)
Humans , Male , Female , Students, Medical , Education, Medical, Undergraduate , Perception , Schools, Medical , Social Behavior , Surveys and QuestionnairesABSTRACT
Background: A central aspect of professional identity is occupational commitment, which has a significant relationship with motivation and positive mental states in healthcare environments. However, it is not clear how occupational commitment is related to teaching practices in universities. Aim: To apply the Occupational Commitment Questionnaire (OCQ) to university teachers and relate its results with the Teaching Practices Questionnaire. Material and Methods: OCQ and Teaching Practices Questionnaire were answered by 319 university teachers from 13 Chilean regions, who were selected through a non-probabilistic volunteer sampling. Data collection was done after informed consent. An exploratory factor analysis was performed for OCQ. The internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. Results: Two factors were identified in OCQ, namely Teacher Commitment and Ethical-Professional Commitment. Cronbach's Alpha was 0.85 for both factors. A moderate direct relationship between teacher commitment, ethical-professional commitment, and the Teaching Practices Questionnaire was found. Conclusions: OCQ showed an adequate internal consistency, and it was directly related with teaching practices. Committed teachers had better teaching practices. This confirms the importance of teachers' values and perceptions on their professional performance.
Subject(s)
Humans , Faculty , Motivation , Teaching , Universities , Surveys and Questionnaires , Delivery of Health CareABSTRACT
Background: Occupational identity is defined as the perception of occupational interests, abilities, goals, and values, and the structure of the meanings that link these self-perceptions to career role. We developed an occupational identity questionnaire suitable to be used with university teachers. Aim: To evaluate the psychometric properties of the Occupational Identity Questionnaire (OIQ) and relate its results with those of the Teaching Practices questionnaire. Material and Methods. The OIQ and Teaching Practices Questionnaire were answered by 311 university teachers along Chile, who were selected through a non-probabilistic volunteer sampling. An exploratory factor analysis was performed and the internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. Results: Two factors were identified in OIQ: Teaching Vocation and Sense of Competence. Cronbach's Alpha was 0.75 for teaching vocation and 0.82 for the sense of competence. There was a moderate direct relationship between teaching vocation, sense of competence and the results of the Teaching Practices Questionnaire. Conclusions: OIS has an adequate internal consistency, its factorial structure showed two different types of identities and it is directly related to the results of the Teaching Practices Questionnaire.
Subject(s)
Humans , Male , Female , Adult , Middle Aged , Aged , Universities , Surveys and Questionnaires , Faculty/psychology , Professional Competence , Psychometrics , Schools, Health Occupations , Chile , Reproducibility of ResultsABSTRACT
Background: Training of innovative health professionals is necessary for the development of an effective health system in a limited resources context. However, the professionals underestimate their innovative role and receive sparse training in this issue. Meanwhile, industrial designers are trained to innovate but have a weak knowledge about health issues. Aim: To describe the outcomes of a study based on Challenge-Based Learning (CBL) where health and industrial design students learned about product development aimed to solve health problems. Material and Methods: Twenty industrial design students, seven health care students and nine teachers of both disciplines participated in a User Centered Design workshop. Using the CBL method, they were challenged to develop products to tackle a health problem. At the end of the challenge, teachers and students evaluated the products using a semantic differential method and answered a questionnaire assessing the activity. Results: In the semantic differential method, all participants evaluated usefulness, functionality and organization of the product rather than its originality. The greatest discrepancies in evaluation were found between design and health teachers. Students positively evaluated the challenge, although the weakest point was its coordination. Conclusions: CBL and interdisciplinary work are adequate tools for the development of innovative competences, as well as understanding the central elements of innovation.
Subject(s)
Humans , Students, Health Occupations/psychology , Teaching/education , Equipment Design/methods , Interdisciplinary Placement/methods , Perception , Semantic Differential , Surveys and Questionnaires , Mental CompetencyABSTRACT
Background: The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. Aim: To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. Material and Methods: A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. Results: Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. Conclusions: The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.
Subject(s)
Humans , Male , Female , Adolescent , Adult , Young Adult , Schools, Medical , Students, Medical/statistics & numerical data , Education, Medical, Undergraduate , Educational Measurement , Self-Directed Learning as Topic , Chile , Cross-Sectional Studies , Cohort StudiesABSTRACT
RESUMEN Introducción: El ostracismo, forma de violencia social, puede afectar psicológica y académicamente a los es tudiantes de carreras de la salud. Empero, no existen herramientas válidas para medirla en población chilena. Objetivo: Evaluar la estructura factorial y confiabilidad de la Escala de Experiencia de Ostracismo para Adolescentes (OES-A, por su sigla en inglés) en estudiantes de carreras de la salud chilenos. Material y método: 322 estudiantes de seis carreras de la salud respondieron la Escala de Experiencia de Ostracismo para Adolescentes y un cuestionario sociodemográfico, previo consentimiento informado. Se realizó un análisis factorial exploratorio del cuestionario y se evaluó su consistencia interna. Resultados: Se identificó dos factores: excluido e ignorado, presentando todos sus ítems cargas significativas en un único factor. Sus confiabilidades fueron altas y la correlación entre factores fue directa. Conclusión: Se aporta evidencia a favor de la validez y confiabilidad de la OES-A para evaluar ostracismo en estudiantes de carreras de la salud de Chile.
ABSTRACT Introduction: Ostracism, a kind of social violence, could affect the psychological and academic performance of Health students. Nonetheless, there is no validated tool to assess this variable in the Chilean population. Objective: To evaluate the validity and reliability of Ostracism Experiences Scale for Adolescents (OES-A) in health sciences students. Method: 322 students from six different health sciences university programs were chosen by a quote sampling method. After an informed consent was signed, they were surveyed and they answered the OES-A and a sociodemographic questionnaire. An exploratory factorial analysis of OES-A was performed and its internal consistency was assessed. Results: Outcomes are consistent with a factorial structure of two factors: excluded and ignored, with items having significant loadings in one single factor. Reliability was high for both these factors. These factors showed direct and significant correlation. Conclusion: Evidence supports the validity and reliability of OES-A as a tool to assess Ostracism in students of health sciences.