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INTRODUCCIÓN. Las estrategias de aprendizaje son procesos fundamentales en la adquisición del conocimiento. El propósito de este estudio fue conocer el perfil de estrategias de aprendizaje que poseen los estudiantes de primer año de Kinesiología y cómo estas impactan en el rendimiento académico. MÉTODO. En este estudio de tipo descriptivo y alcance correlacional participaron 154 de una población total de 179 estudiantes de primer año de Kinesiología de la Universidad Finis Terrae de las cohortes de ingreso 2018 y 2019, a quienes se les aplicó el test ACRA abreviado. El análisis de los datos consideró la estadística descriptiva e inferencial a través de ANOVA, t-Student y Pearson considerando un alfa de .05. RESULTADOS. Se encontró que existe un buen manejo de estrategias de aprendizaje por parte de los estudiantes (sobre 60%), sin embargo, se observan diferencias significativas entre grupos cuando las cohortes se separan en función de sus rendimientos. DISCUSIÓN. Los estudiantes de alto rendimiento utilizan estrategias dirigidas a la selección, organización y planificación de la información. Además, generan un plan de trabajo y utilizan estrategias de comprensión. Se concluye que a mayor utilización de estrategias de aprendizaje, mejor es el rendimiento académico obtenido por el estudiante, y que los estudiantes de buen rendimiento demuestran mayor utilización de estrategias intencionadas relacionadas con controlar sus procesos académicos.

Background During clinical tutoring, medical students are trained to transfer theoretical knowledge to real life situations that need to be solved. Tutors should be trained to acquire skills to encourage motivation, transfer experience and inspire interest in learning among students. Aim To inquire about interests and needs during the daily work of clinical tutors. Material and Methods A qualitative study inserted in the Grounded Theory, based on the description of the meanings, in which ten clinical tutors responded to an interview in their own workplace. After obtaining consent, the responses were recorded and transcribed using Georgi’s method for analysis. Results Teachers feel that there is a gap between the theoretical basis of tutorial teaching and the reality. They are especially interested in a teaching process based on values. They recognize that their pedagogical skills should be improved to improve their communication with students. They also feel that they require more skills to transfer theoretical knowledge to clinical situations. Conclusions A personal satisfaction for educating and training, the transmission of experiences, empathy and being assertive are emerging values that motivate tutors to deliver a quality education, above remunerations or contractual ties. However, the skills to transfer clinical knowledge to students should be improved.

espanolIntroduccion. La tutoria clinica se define hoy como una actividad academica, que constituye un campo de transformacion del conocimiento que implica a los estudiantes y docentes. El presente estudio describe las percepciones acerca de las competencias en la conduccion del proceso tutorial de los protagonistas respecto a este espacio de verdadera transforma-cion y crecimiento en este proceso educativo. Sujetos y metodos.Estudio descriptivo en el cual la variable percepcion de la competencia docente del tutor clinico se evaluo en estudiantes y docentes del ciclo clinico de la Facultad de Odontologia de la Universidad Finis Terrae, en Chile. La percepcion se operacionalizo en tres factores y se evaluo por medio de dos instrumentos: el Council of European Chief Dental Officers (estudiantes) y el Knowledge and Prior Study Inventory (docentes). Los datos se analizaron a traves de me-didas de tendencia central y la prueba no parametrica t de Student. Resultados. La percepcion de los docentes y la de los estudiantes respecto a las competencias para conducir la tutoria cli-nica presentan diferencias significativas en dos de los tres factores, como tambien en el desglose de items por factor, lo que da cuenta de los aspectos en los cuales las autopercepciones de los docentes son mejores que las percepciones de los estudiantes. Conclusion. Se reconocen deficiencias del ejercicio del tutor que son percibidas por los estudiantes y que podrian ser me-joradas, como la autonomia, el razonamiento clinico y la efectividad de la retroalimentacion, por lo que se sugiere dise-nar un programa de capacitacion sobre competencias docentes dirigido a tutores clinicos que responda a las debilidades percibidas. EnglishIntroduction. Clinical tutoring/mentoring is defined today as an academic activity, which constitutes a transformation of knowledge field that involves students and teachers. The present study describes the perceptions about the competencies in the conduct of the tutorial process of the protagonists regarding this space of true transformation and growth of this educational process. Subjects and methods. Descriptive study in which the variable perception of the clinical tutor’s teaching competence was evaluated in students and teachers of the clinical cycle of the Faculty of Dentistry of the Finis Terrae University, Chile. The perception was operationalized in three factors, and was evaluated by means of two instruments: CECD-O (students) and KPSI (teachers). The data were analyzed through measures of central tendency and the non-parametric Student’s t test. Results. The perception of teachers and students regarding the skills to conduct clinical tutoring, shows significant differences in two of the three factors, as well as in the breakdown of items by factor, accounting on the aspects in which the teachers’ self-perceptions they are better than those perceived by students. Conclusion. There are recognized deficiencies in the tutor’s exercise that are perceived by the students and that could be improved, such as autonomy, clinical reasoning and feedback effectiveness, which is why it is suggest designing a training program on teaching competencies aimed at clinical tutors in response to perceived weaknesses

Background: Training of health care students at universities is a great challenge for Medical Education Offices. Our office made clear and explained the teaching-learning process from the perspective of teachers, programs, and students. Aim: To report a ten years’ analysis of a Medical Education Office (MEO) work, describing the different processes and systematized decisions aimed to improve the quality of the programs and learning results. Material and Methods: A 10 years retrospective analysis of the Medical Education Office processes directed to Medicine, Nursing, Physical Therapy, and Nutrition careers of a Faculty of Medicine. Flunks between 2013 and 2017 were compared. Results: A progressive reduction in flunks was observed in the four careers. Specifically, the proportion of flunks in Nutrition decreased from 30 to 9%. When comparing flunks using a Chi-square test of homogeneity in the four careers, a significant decrease in four of six courses was observed. This led to a sustained increase in number of students who completed their career and obtained their title. Specifically, in Medicine there was a 7.5-fold increase in these figures. The Diploma course trained 90% of the teachers in charge of courses of the four careers. The master's degree generated research that allowed to increase the productivity in health sciences education. Conclusions: The Office of Medical Education created knowledge and management models for the education of health sciences students, enhancing the quality of training and learning processes.

Background: Outcomes-based education is a trend in medical education and its assessment is one of the main challenges. The Objective Structured Clinical Examination (OSCE) is one of the tools used to assess clinical competencies. Although Chilean medical schools have used OSCEs for 18 years, there is a vast variability in the way these examinations are administered. Aim: To design and implement an integrated OSCE to assess clinical competencies at the end of the medical program in Chilean medical schools, aiming to reduce variability between these schools. Material and Methods: Seven medical schools, supported by experts from the National Board of Medical Examiners, designed a 12 station OSCE to measure clinical outcomes at the end of the seventh year of medical training. Unlike traditional OSCEs, this new examination incorporated the assessment of clinical reasoning and communication skills, evaluated from patients’ perspective. Results: One hundred twenty-five volunteers took the same exam at five different venues. The internal consistency was 0.62. Following a compensatory approach, 85% of students passed the exam. Communication assessment showed poorer results than those reported in the literature. Conclusions: Among Chilean medical students, the assessment of clinical outcomes in a collaborative way, through a valid and reliable exam, is feasible. A consensus on how to teach and assess clinical reasoning across the medical curriculum is required. The assessment of students’ communication skills requires further development.

Training of health care students at universities is a great challenge for Medical Education Offices. Our office made clear and explained the teaching-learning process from the perspective of teachers, programs, and students.To report a ten years' analysis of a Medical Education Office (MEO) work, describing the different processes and systematized decisions aimed to improve the quality of the programs and learning results.A 10 years retrospective analysis of the Medical Education Office processes directed to Medicine, Nursing, Physical Therapy, and Nutrition careers of a Faculty of Medicine. Flunks between 2013 and 2017 were compared.A progressive reduction in flunks was observed in the four careers. Specifically, the proportion of flunks in Nutrition decreased from 30 to 9%. When comparing flunks using a Chi-square test of homogeneity in the four careers, a significant decrease in four of six courses was observed. This led to a sustained increase in number of students who completed their career and obtained their title. Specifically, in Medicine there was a 7.5-fold increase in these figures. The Diploma course trained 90% of the teachers in charge of courses of the four careers. The master's degree generated research that allowed to increase the productivity in health sciences education.The Office of Medical Education created knowledge and management models for the education of health sciences students, enhancing the quality of training and learning processes.

RESUMEN Uno de los objetivos de la enseñanza tutorial en la carrera de Nutrición y Dietética, es proporcionar a los estudiantes un espacio de aprendizaje para desarrollar habilidades clínicas y competencias profesionales. El propósito del estudio fue evaluar un programa de capacitación en tutoría clínica dirigido a tutores clínicos nutricionistas y su efecto en las percepciones de los estudiantes de práctica clínica y su desempeño profesional. Se desarrolló una intervención antes y después de capacitación en tutoría clínica en nutrición, con una muestra no probabilística (n=8 nutricionistas tutores clínicos; n=‘6 estudiantes). Se hizo un análisis cualitativo de codificación temática y se contrastaron las calificaciones obtenidas mediante T Student. Una vez realizada la intervención los docentes adquirieron herramientas para conducir la tutoría clínica y los estudiantes tuvieron mejores experiencias clínicas. Si bien, el rendimiento académico no mejoró (5,9±0,3; v/s 6,’±0,4; p= 0,4), los docentes percibieron mejoría en el aprendizaje. Se puede concluir que la formación de nutricionistas competentes, responsables de brindar bienestar y cuidado integral a los pacientes depende de la excelencia en la formación del cuerpo docente, que sea centrada en el estudiante y con una enseñanza de calidad que promueva el aprendizaje efectivo.

Outcomes-based education is a trend in medical education and its assessment is one of the main challenges. The Objective Structured Clinical Examination (OSCE) is one of the tools used to assess clinical competencies. Although Chilean medical schools have used OSCEs for 18 years, there is a vast variability in the way these examinations are administered.To design and implement an integrated OSCE to assess clinical competencies at the end of the medical program in Chilean medical schools, aiming to reduce variability between these schools.Seven medical schools, supported by experts from the National Board of Medical Examiners, designed a 12 station OSCE to measure clinical outcomes at the end of the seventh year of medical training. Unlike traditional OSCEs, this new examination incorporated the assessment of clinical reasoning and communication skills, evaluated from patients' perspective.One hundred twenty-five volunteers took the same exam at five different venues. The internal consistency was 0.62. Following a compensatory approach, 85% of students passed the exam. Communication assessment showed poorer results than those reported in the literature.Among Chilean medical students, the assessment of clinical outcomes in a collaborative way, through a valid and reliable exam, is feasible. A consensus on how to teach and assess clinical reasoning across the medical curriculum is required. The assessment of students' communication skills requires further development.

Background: Students should be encouraged to become reflexive and develop autonomous, lifelong learning habits. Therefore, teachers should focus on learning strategies which stimulate autonomous learning. Aim: To assess the impact of a self-directed teaching methodology on the academic performance of medical students in cellular biology and biochemistry. Materials and Methods: During 2013, 85 students received a traditional teaching methodology and during 2014, 85 students received a self-directed learning methodology. The grades obtained and the number of failures in the courses of cellular biology and biochemistry were compared in both groups. Results: The percentages of students approved at the end of the courses during 2013 and 2014 were 64 and 96% respectively (p < 0.01). The grades obtained by the 2014 students were also significantly higher than those obtained by 2013 students. Conclusions: This study confirms that academic performance improves with a self-directed teaching approach.

En las carreras de Ciencias de la Salud predominan las metodologias de ensenanza tradicionales que enfatizan la transmision del saber, no obstante, hoy se requiere ensenar otras habilidades. Este cambio traslada el protagonismo del profesor al estudiante y se incorpora un concepto denominado autorregulacion del aprendizaje que implica al profesor como mediador y la incorporacion de guias que facilitan el aprendizaje de diversas habilidades. El siguiente estudio propuso describir el impacto del enfoque de autorregulacion en el aprendizaje en un programa inicial de ensenanza de conceptos cientificos, para carreras de ciencias de la salud. Aleatoriamente se originaron dos subconjuntos de conceptos del mismo nivel de complejidad los que se ensenaron con metodologia tradicional y con enfoque de autorregulacion. Para el enfoque de autorregulacion, se conformaron dos grupos, uno que aprendio utilizando solo guias de autorregulacion y otro que aprendio con clases en las cuales el profesor fue mediador. Participaron 137 estudiantes de ingreso a Medicina, Kinesiologia y Enfermeria. Para observar el nivel de adquisicion de conceptos se utilizo el diseno pre y post test. Para observar posibles diferencias se aplico el T-Student. Los resultados muestran que la metodologia con enfoque de autorregulacion impacta positivamente en el aprendizaje de conceptos cientificos y muestra diferencias significativas con la ensenanza tradicional. Se evidencia que utilizar guias de autorregulacion por si solas generan resultados similares a los obtenidos por estudiantes que tuvieron clases mediadas. Se concluye que es necesario explorar el enfoque de autorregulacion porque permitiria mejorar la eficiencia en el aprendizaje de contenidos y disminuiria los tiempos de clases presenciales. Normal 0 21 false false false ES X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-fareast-language:EN-US;}

72 1024x768 Background: A significant number of students in health careers do not have the knowledge to approve basic courses. Therefore, educational programs to level off knowledge have been developed. Aim : To associate the results of a leveling program with the academic performance in cell biology (CB) and biochemistry (BC) of first year medical students. Material and methods : We applied a test to first year medical students at the beginning and end of the leveling program (control test). The results obtained at the end of the leveling program were correlated with the results obtained in CB and BC. Results : Fifty seven of 89 (64%) first year medical students met the study entry criteria (54% female). Students who completed the leveling program had a significantly higher approval rate in CB (93% versus 75%, P = 0.024), and in BC (95% versus 69%, P = 0.001). After completing the leveling program, the risk of failing CB and BC, decreased by 72 and 84% respectively, Conclusions : This study shows that medical students who participate in the leveling program decrease the chances of failing in CB and BC. Normal 0 21 false false false ES X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}

Students should be encouraged to become reflexive and develop autonomous, lifelong learning habits. Therefore, teachers should focus on learning strategies which stimulate autonomous learning.To assess the impact of a self-directed teaching methodology on the academic performance of medical students in cellular biology and biochemistry.During 2013, 85 students received a traditional teaching methodology and during 2014, 85 students received a self-directed learning methodology. The grades obtained and the number of failures in the courses of cellular biology and biochemistry were compared in both groups.The percentages of students approved at the end of the courses during 2013 and 2014 were 64 and 96% respectively (p0.01). The grades obtained by the 2014 students were also significantly higher than those obtained by 2013 students.This study confirms that academic performance improves with a self-directed teaching approach.

espanolIntroduccion. El aprendizaje basado en problemas (ABP) es una metodologia activa que fomenta habilidades de indagacion y fundamentacion durante la entrega de soluciones. Faltan evidencias respecto de la percepcion de los estudiantes al trabajar con ABP y su impacto en las calificaciones en contraste con metodologias tradicionales. Sujetos y metodos. Estudio descriptivo correlacional que considero a 65 estudiantes que cursaron la asignatura ‘Tecnica dieteticas II’ en las cohortes de 2014 y 2015. Para contrastar ambas metodologias de ensenanza se compararon los resultados mediante las calificaciones y el nivel de satisfaccion. Resultados. La aplicacion del metodo basado en problemas favorecio el proceso de ensenanza-aprendizaje. Los resultados de las calificaciones finales son significativos a favor del ABP. En cuanto al nivel de satisfaccion, las diferencias a favor del ABP se relacionan con la transferencia de lo aprendido a otros contextos y a la movilizacion de la motivacion intrinseca. Conclusiones. Se evidencia que el sentido del contenido y su aplicacion al contexto real muestran una alta satisfaccion a favor del metodo ABP. Ello se atribuye a que el ABP estimula la motivacion intrinseca si el docente facilita el aprendizaje y la aplicacion posterior del conocimiento. Se muestra en el ABP que las modificaciones del estudiante no aluden a cambios de actitud en clase, sino mas bien a las transformaciones internas en su forma de procesar y utilizar la informacion. EnglishIntroduction. Problem based learning (PBL) methods foster enquiry and the logical solution of integrated problems. However, there is a lack of published evidence in terms of student perception of this learning method and its impact on test results in comparison with traditional teaching. The results obtained by students in this module and their satisfaction levels were compared with those obtained using traditional teaching methods. Subjects and methods. Correlational descriptive study that considered 65 students who studied the subject ‘Dietetics II’ in the 2014 and 2015 cohorts. In order to contrast both teaching methodologies, the results were compared using the grades and the level of satisfaction. Results. The final results and level of student’s satisfaction were significantly higher with the PBL method. The differences in user satisfaction were related to the transfer of solving skills to other problems and increased motivation levels in the student. Conclusions. In a real-world teaching environment, the use of PBL skill acquisition stimulates student motivation and facilitates future use in resolving other problems. This is a result of internal transformations in the ability to process and utilize the given information.

Background: Since 2010, the Faculty of Medicine at Finis Terrae University implemented a training program aiming to train health professionals in effective educational practices. Aim: To evaluate the effect of training in teachers who are in charge of planning courses, conducting classes and learning assessment. Material and Methods: Quality of planning, lecture performance and academic performance of students were evaluated in 55 teachers prior and after attending the training course on teaching methodologies and in 47 teachers not attending the course. Results: The percentage of trained teachers complying with the aforementioned indicators was significantly higher than those without training (p < 0.01). There were significant differences in favor of the group of teachers who attended and passed the Diploma. Trained teachers had significantly higher students’ approval rate. (Odds ratio 4.5, p < 0.01). Conclusions: The teaching Diploma in Health Sciences improved the planning, teaching and academic performance of teachers.

This study examines the application of a didactic teaching strategy called LUVE. Based on a constructivist learning approach, LUVE's purpose is to develop collaborative links between schools and parents, so that parents can improve their daily educational practices with their children and assume a more active role in their children's education. The project took place in Santiago, Chile, and was implemented in two stages. The first stage included a cross-sectional descriptive study with an experimental design, focusing on parents. The second stage involved teachers and parents who applied and carried out the LUVE strategy, The project's content focused on sex education, as this was the topic of interest to parents. The findings indicate that the strategy was a successful experience for the parents.

Since 2010, the Faculty of Medicine at Finis Terrae University implemented a training program aiming to train health professionals in effective educational practices.To evaluate the effect of training in teachers who are in charge of planning courses, conducting classes and learning assessment.Quality of planning, lecture performance and academic performance of students were evaluated in 55 teachers prior and after attending the training course on teaching methodologies and in 47 teachers not attending the course.The percentage of trained teachers complying with the aforementioned indicators was significantly higher than those without training (p0.01). There were significant differences in favor of the group of teachers who attended and passed the Diploma. Trained teachers had significantly higher students' approval rate. (Odds ratio 4.5, p0.01).The teaching Diploma in Health Sciences improved the planning, teaching and academic performance of teachers.

In health sciences, the predominant teaching methodology is traditional and emphasizes conveying knowledge. Nonetheless, new abilities must be taught now. This change shifts the prominence from professor to student and incorporates a concept called self-regulated learning, which involves the professor as a mediator and incorporates guidelines that facilitate learning diverse skills.To compare the effects of two teaching methodologies on the learning of key scientific concepts among health science students.Two subgroups of equally complex concepts were randomly chosen to be taught either using traditional or self-regulation methodology. For the self-regulation methodology, two groups were formed. One learned only through self-regulation guidelines and the other learned through classes where the professor was a mediator. One hundred thirty seven freshman students from medicine, physical therapy, and nursing careers participated voluntarily in the study.Self-regulation methodology impacted the learning process of scientific concepts in a positive way and showed significant differences with traditional teaching. The sole use of self-regulation guidelines alone generated similar results, compared to those obtained by students who attended lectures.Self-regulated learning would improve in learning efficiency and would reduce face-to-face class time.

A significant number of students in health careers do not have the knowledge to approve basic courses. Therefore, educational programs to level off knowledge have been developed.To associate the results of a leveling program with the academic performance in cell biology (CB) and biochemistry (BC) of first year medical students.We applied a test to first year medical students at the beginning and end of the leveling program (control test). The results obtained at the end of the leveling program were correlated with the results obtained in CB and BC.Fifty seven of 89 (64%) first year medical students met the study entry criteria (54% female). Students who completed the leveling program had a significantly higher approval rate in CB (93% versus 75%, P = 0.024), and in BC (95% versus 69%, P = 0.001). After completing the leveling program, the risk of failing CB and BC, decreased by 72 and 84% respectively.This study shows that medical students who participate in the leveling program decrease the chances of failing in CB and BC.

Family is an important protective factor in the prevention of risk behaviors in Chilean adolescents.To determine the prevalence of risk and protective factors and behaviors in Chilean students, and to study the association between family functioning and adolescent risk behaviors.Descriptive cross sectional study of 815 adolescents aged 15 +/- 2 years (51% male), studying 7th to 12th grade in three educational facilities in Santiago, Chile. They answered the Adolescent Risk Behavior Score, adapted from the Adolescent Health Survey and the "How is your family" survey of the Pan American Health Organization.Tobacco, alcohol and marihuana consumption was reported by 31%, 27% and 24% of students, respectively. Twelve percent reported being sad all the time, 23% being desperate and 13% being anxious. Forty four percent have had a sexual intercourse. The risk to have these behaviors was greater in adolescents who perceive their families as dysfunctional.In this sample, there was a high prevalence of risk behaviors, emotional symptoms and premature sexual intercourse. The risk of having these behaviors is higher among students who perceive their families as dysfunctional. The study emphasizes the protective function of family in the prevention of risk behaviors in Chilean students.

Background: Family is an important protective factor in the prevention of risk behaviors in Chilean adolescents. Aim To determine the prevalence of risk and protective factors and behaviors in Chilean students, and to study the association between family functioning and adolescent risk behaviors. Material and methods: Descriptive cross sectional study of 815 adolescents aged 15 ± 2 years (51% male), studying 7th to 12th grade in three educational facilities in Santiago, Chile. They answered the Adolescent Risk Behavior Score, adapted from the Adolescent Health Survey and the "How is your family" survey of the Pan American Health Organization. Results: Tobacco, alcohol and marihuana consumption was reported by 31%, 27% and 24% of students, respectively. Twelve percent reported being sad all the time, 23% being desperate and 13% being anxious. Forty four percent have had a sexual intercourse. The risk to have these behaviors was greater in adolescents who perceive their families as dysfunctional. Conclusions: In this sample, there was a high prevalence of risk behaviors, emotional symptoms and premature sexual intercourse. The risk of having these behaviors is higher among students who perceive their families as dysfunctional. The study emphasizes the protective function of family in the prevention of risk behaviors in Chilean students