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Author: search.filters.author.Cristhian Pérez-VillalobosHas files: No

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    Item type:Publication,
    Good Treatment by Teachers as Perceived by Medical Students in Chile: A Survey-Based Study
    (SciELO Agencia Nacional de Investigacion y Desarrollo (ANID), 2025-10)
    Scarlett Vicencio-Clarke
    ;
    Soledad Armijo-Rivera
    ;
    Cristhian Pérez-Villalobos
    ;
    Nancy Bastías-Vega
    ;
    Javiera Ortega-Bastidas
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    Remote simulation: A qualitative study on clinical reasoning and cognitive errors from the students' perspective
    (2023)
    Verónica Mir-Bezanilla
    ;
    Antonia González-Bernstein
    ;
    María Ignacia Lüer-Sepúlveda
    ;
    Rosario López-Leiva
    ;
    Joaquín Díaz-Schmidt
    <jats:p>Introduction: Clinical reasoning is a crucial competency for medical practice and also a complex theory that is susceptible to cognitive errors. It is usually taught with clinical cases, in clinical settings, without technologies and in a practical manner rather than from a conceptual perspective. Given the need to improve its teaching in the undergraduate medical curriculum during the pandemic, we hypothesized that medical students participating in an online simulation and reflective practice course could benefit from a practical and theoretical approach to the clinical reasoning process. Material and Methods: A four-week online course, based on synchronous and asynchronous online simulation and reflective practice, was developed to promote metacognition among participants. The course was delivered to 8 sixth-year medical students as an elective module. A questionnaire consisting of four open-ended questions was designed to explore knowledge about clinical reasoning and cognitive errors, and was administered at the beginning and end of the course. A qualitative analysis of the responses was carried out using Berelson's content analysis method. Results: At the end of the course, students changed their understanding of the concept of clinical reasoning, considering it more as a process and identifying the dual nature described in one of the theories of clinical decision making.  They also changed their knowledge of cognitive errors, attributing them not only to lack of knowledge, and understanding that they can actively use some strategies to reduce cognitive biases. Discussion: This study confirms that undergraduate students positively change their concept of clinical reasoning and their knowledge about this cognitive process and the cognitive errors that occur in it after a course that includes online simulation and reflection.</jats:p>
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    Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students
    (2021)
    Cristhian Pérez-Villalobos
    ;
    Juan Ventura-Ventura
    ;
    Camila Spormann-Romeri
    ;
    MELIPILLAN ARANEDA, EDMUNDO ROBERTO  
    ;
    Catherine Jara-Reyes
    <jats:sec id="sec001"> <jats:title>Introduction</jats:title> <jats:p>Due to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students.</jats:p> </jats:sec> <jats:sec id="sec002"> <jats:title>Method</jats:title> <jats:p>Quantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020.</jats:p> </jats:sec> <jats:sec id="sec003"> <jats:title>Results</jats:title> <jats:p>A descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach’s α and McDonald’s ω coefficients were over 0.70.</jats:p> </jats:sec> <jats:sec id="sec004"> <jats:title>Discussion</jats:title> <jats:p>The results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching.</jats:p> </jats:sec>
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