Utrecht work engagement scale: Construct validity and reliability in Chilean health science students.

OBJECTIVE: The Utrecht Work Engagement Scale-Student (UWES-S) has been extensively applied in different countries to assess engagement in students, but there are discrepancies about its factor structure outcomes. To analyse the factor structure of Utrecht Work Engagement Scale-Student as construct validity evidence and reliability in medical students. METHODS: The non-experimental cross-sectional study was conducted at the public-sector University of Concepción in the Bio-Bio region in central Chile at the end of the first academic semester, between July and August 2017, and comprised students of health science undergraduate degree programmes in Medicine, Kinesiology, Pharmacy, and Speech and Language Therapy. Data was collected using a sociodemographic proforma and the Utrecht Work Engagement Scale-Student. The subjects were randomly divided into groups A and B. With group A, exploratory factor analysis was performed using the method of extraction of the main axis analysis. With group B, confirmatory factor analysis was performed using the maximum likelihood method. Data was analysed using STATA 11 SE. RESULTS: Of the 898 students, 538(59.91%) were females and 360(40.09%) were males. The overall mean age was 21.29±2.51 years (range: 17-34 years). Two factors, 'involvement with studies' and 'enthusiasm for the career', with eigenvalues 7.59 and 1.18 were identified with the potential to explain majority of the total variance of items. Comparative fit index, Tucker-Lewis index and the root mean square error of approximation showed the solution having the best fit. CONCLUSIONS: Involvement with studies and enthusiasm for career were found to be critical factors, but did not show adequate adjustment even though confirmatory factor analysis found this to be the solution with the best fit.

Design and health: An interdisciplinary baseline experience of product design for health needs of the Chilean elderly.

Objective: Describing the results of a User-Centered Design workshop using Challenge Based Learning or CBL, where students from Chilean industrial design and health degrees, developed solutions to resolve health problems among the elderly. METHODS: It was a pre-experimental study; 45 university students took part in a workshop: 39 from Industrial Design, 3 from Speech Therapy, 2 from Medical Technology and 1 from Medicine. In this workshop, the students, using CBL in disciplinary heterogeneous groups, faced a 3-week challenge to develop products to overcome a health problem for an elderly person. Once the product was presented, the professors and students assessed the conceptual proposals, using a semantic differential. The students also evaluated the workshop with a perception survey. RESULTS: Both the students and professors positively evaluated the usefulness and functionality of the conceptual proposals; although, the industrial design students were more critical about these aspects. The originality of proposals evaluated was the worst. Regarding the workshop, all students (100%) felt that instructions were clear as were the three moments of design, with problem definition stage best evaluated. Conclusion: The CBL is shown to be an educational tool that allows training professionals in product design and in developing health technology that is suitable for the users' needs. Regarding the process, heterogeneous make-up of the groups and clear external guide appear as essential for CBL to work well.

Questionnaire on conceptions about teaching: Factorial structure and reliability in academics of health careers in Chile. Questionnaire on conceptions about teaching.

OBJECTIVE: To evaluate the factorial structure of the questionnaire on conceptions about teaching in the domain of health careers in Chile. DESIGN: The cross-sectional analytical study was conducted from July 2016 to December 2016 at different cities in Chile, and comprised healthcare academics in Chile. The questionnaire on conceptions about teaching was used for data collection in addition to a socio-demographic proforma. Exploratory factorial analysis of the questionnaire was performed, and the reliability of the factors located was evaluated through Cronbach's alpha. Descriptive analysis of the data was subsequently performed. RESULTS: Of the 312 subjects, 196(63%) were women and 116(37%) were men. The overall mean age was 45.70}12.04 years (range: 24-73 years). A total of three factors were identified: student as an autonomous learner, professor as a content transmitter, and professor as a trained mediator. These presented reliabilities with Cronbach's alpha between 0.74 and 0.84 and had direct and statistically significant correlations among them (p<0.05). CONCLUSIONS: There was psychometric evidence supporting both validity and reliability of the questionnaire on conceptions about teaching.