[The many facets of the Ibode's professional posture]. / Les multiples facettes de la posture professionnelle de l'Ibode.

Ward nurse, ORN, dresser: there are many names for this nursing specialty. But what does it mean to be a scrub nurse? What are the specific aspects and characteristics of this nurse who cares for patients in the operating theatre, ensuring their safety and comfort? What does it mean in terms of posture to be the surgeon's close collaborator? What does the profession's scope of activity cover?

Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students' examination preparation.

BACKGROUND: While previous research has emphasized the importance of personal beliefs (expectancy-value theories) for achievement-motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement-motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner. AIMS: Although TMT is supported by empirical studies with self-reported academic procrastination, it has not been tested on actual achievement-motivated behaviour. MATERIALS & METHODS: We evaluated the predictive power of the TMT on N = 2351 learning days of 127 psychology students' self-regulated examination preparation for statistics over the course of one semester using logfile data of an e-learning system. RESULTS: The proposed TMT score, incorporating expectancy and value beliefs, sensivitiy to delay, and actual time till examination predicted students' achievement-motivated behaviour significantly. DISCUSSION: Further analyses revealed that not the trait compositions of the TMT, but the temporal proximity of the statistics examination was the main driver of this association. CONCLUSION: The results have important implications for understanding the factors that shape students' motivation to learn and subsequent academic success in actual learning situations. Thus, research should continue to take situational aspects, especially the temporal proximity of goals more into account.

InterAgent on FHIR - Lessons Learned from Implementing an Intelligent Tutoring System with the Help of HL7 FHIR.

INTRODUCTION: For an interoperable Intelligent Tutoring System (ITS), we used resources from Fast Healthcare Interoperability Resources (FHIR) and mapped learning content with Unified Medical Language System (UMLS) codes to enhance healthcare education. This study addresses the need to enhance the interoperability and effectiveness of ITS in healthcare education. STATE OF THE ART: The current state of the art in ITS involves advanced personalized learning and adaptability techniques, integrating technologies such as machine learning to personalize the learning experience and to create systems that dynamically respond to individual learner needs. However, existing ITS architectures face challenges related to interoperability and integration with healthcare systems. CONCEPT: Our system maps learning content with UMLS codes, each scored for similarity, ensuring consistency and extensibility. FHIR is used to standardize the exchange of medical information and learning content. IMPLEMENTATION: Implemented as a microservice architecture, the system uses a recommender to request FHIR resources, provide questions, and measure learner progress. LESSONS LEARNED: Using international standards, our ITS ensures reproducibility and extensibility, enhancing interoperability and integration with existing platforms.

Intelligent Tutoring Systems, Generative Artificial Intelligence (AI), and Healthcare Agents: A Proof of Concept and Dual-Layer Approach.

This study introduces a novel methodology for enhancing intelligent tutoring systems (ITS) through the integration of generative artificial intelligence (GenAI) and specialized AI agents. We present a proof of concept (PoC) demo that implements a dual-layer GenAI validation approach that utilizes multiple large language models to ensure the reliability and pedagogical integrity of the AI-generated content. The system features role-specific AI agents, a GenAI-powered scoring mechanism, and an AI mentor that provides periodic guidance. This approach demonstrates capabilities in dynamic scenario generation and real-time adaptability while addressing key challenges in AI-driven education, such as personalization, scalability, and domain-specific knowledge integration. Although exemplified here through a case study in healthcare root cause analysis, the methodology is designed for broad applicability across various fields. Our findings suggest that this approach has significant potential for advancing adaptive learning and personalized instruction while raising important considerations regarding ethical AI application in education. This work provides a foundation for further research into the efficacy and impact of GenAI-enhanced ITS on learning outcomes and instructional design across diverse educational domains.

Integrating FHIR and UMLS in an Intelligent Tutoring System.

Our novel Intelligent Tutoring System (ITS) architecture integrates HL7 Fast Healthcare Interoperability Resources (FHIR) for data exchange and Unified Medical Language System (UMLS) codes for content mapping.

Inequality in the shadow: The role of private tutoring in SES achievement gaps.

Despite the rapid growth of private tutoring, previous studies have not systematically addressed its implications for socioeconomic status (SES) disparities in education, as they have only separately examined differential access to and the effects of private tutoring. This study directly estimates the causal contribution of private tutoring to SES disparities in educational achievement and cognitive ability among Chinese middle school students. Using nationally representative longitudinal data and a novel gap-closing approach, we find that unequal access to private tutoring does not uniformally result in significant learning gaps between high- and low-SES students. When comparing disadvantaged students with their most socioeconomically advantaged peers, we find that the proportions of SES disparities attributed to differences in participation in and intensity of private tutoring increase with these differences. These findings have important policy implications for reducing SES disparities in learning outcomes.

Empowering public health: building advanced molecular surveillance in resource-limited settings through collaboration and capacity-building.

The rapid detection and continuous surveillance of infectious diseases are important components of an effective public health response. However, establishing advanced molecular surveillance systems, crucial for monitoring and mitigating pandemics, poses significant challenges in resource-limited developing countries. In a collaborative effort, research institutions from Benin joined forces with Mali's National Institute of Public Health to implement a state-of-the-art molecular surveillance system in Mali. This approach was characterized by collaboration, multidisciplinarity, and tutoring. Key activities included a comprehensive assessment of infrastructure and human resources through document reviews, interviews, and laboratory visits; the development and validation of Standard Operating Procedures (SOPs) for advanced molecular surveillance following an inclusive approach; capacity-building initiatives for 25 biologists in Mali on sequencing techniques; and international tutoring sessions for eight Malian professionals held in Benin. These collective efforts enabled Mali to establish an advanced molecular surveillance system aligned with the WHO's global strategy for genomic surveillance. This manuscript aims to share experiences, insights, and outcomes from this initiative, with the hope of contributing to the broader discussion on strengthening global health security through collaborative approaches and capacity-building efforts, particularly in developing countries.

Use of an intelligent tutoring system for a curriculum on augmentative and alternative communication: Feasibility for implementation.

BACKGROUND: Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech-language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent-wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC. AIM: To determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC. METHOD & PROCEDURES: The study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre- and post-test design with 98 speech-language therapy and special education students from five universities. OUTCOMES & RESULTS: Statistically significant differences were obtained between pre- and post-test assessments. Students perceived the learning experience as practical, with rich content. CONCLUSIONS & IMPLICATIONS: The findings suggest that the ITS-based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required. WHAT THIS PAPER ADDS: What is already known on the subject Professionals typically lack formal training in AAC. In Africa, this presents a serious challenge as there are over 8 million children who are candidates for AAC. A need for an introductory training course on AAC, which can be accessed by university students continent-wide, was identified. What this paper adds to existing knowledge An AAC curriculum was developed and integrated into an ITS, an online programme allowing interactive learning through asynchronous teaching. Students from four African countries completed the AAC ITS curriculum. The curriculum was positively received by the students and statistically significant changes in knowledge were identified. What are the practical and clinical implications of this work? This feasibility study shows that the use of an ITS is an effective means of providing AAC training to university students in these African countries. The results provide a valuable contribution toward ensuring the equitable distribution of AAC training opportunities in the African context. This will have a significant positive impact on those who are candidates for AAC.

The influence of parents' education anxiety on children's learning anxiety: the mediating role of parenting style and the moderating effect of extracurricular tutoring.

Introduction: This study investigates the intricate relationship between parents' education anxiety and children's learning anxiety, examining the mediating role of parenting style and the moderating effect of extracurricular tutoring. Methods: Utilizing data from the "Survey of Parents and Students in Primary and Secondary Schools," the study employs stratified sampling (n = 3,298) and various psychological scales to measure education anxiety, parenting styles, and extracurricular tutoring. Results: This study reveals that parents' education anxiety significantly influences children's learning anxiety, with a notable positive correlation (r = 0.301**). Parenting styles particularly rejection and overprotection style increase this anxiety, while emotional warmth style decreases it. Academic tutoring serves as a moderator, reducing the impact of parental anxiety on children's learning anxiety (ß = -0.033, p < 0.05). Discussion: The study underscores the importance of addressing internal family dynamics to alleviate education anxiety. It advocates for a balanced approach to tutoring, emphasizing the benefits of arts and sports activities in reducing learning anxiety. Parents should be encouraged to adopt emotionally warm parenting styles and to engage their children in a variety of extracurricular activities.

Introducing AnatomyGPT: A customized artificial intelligence application for anatomical sciences education.

Artificial intelligence (AI) technologies are poised to become an increasingly important part of education in the anatomical sciences. OpenAI has also introduced generative pretrained transformers (GPTs), which are customizable versions of the standard ChatGPT application. There is little research that has explored the potential of GPTs to serve as intelligent tutoring systems for learning the anatomical sciences. The objective of this study was to describe the design and explore the performance of AnatomyGPT, a customized artificial intelligence application intended for anatomical sciences education. The AnatomyGPT application was configured with GPT Builder by uploading open-source textbooks as knowledge sources and by providing pedagogical instructions for how to interact with users. The performance of AnatomyGPT was compared with ChatGPT by evaluating the responses of both applications to prompts of the National Board of Medical Examiners (NBME) sample items with respect to accuracy, rationales, and citations. AnatomyGPT achieved high scores on the NBME sample items for Gross Anatomy, Embryology, Histology, and Neuroscience and scored comparably to ChatGPT. In addition, AnatomyGPT provided several citations in the responses that it generated, while ChatGPT provided none. Both GPTs provided rationales for all sample items. The customized AnatomyGPT application demonstrated preliminary potential as an intelligent tutoring system by generating responses with increased citations as compared with the standard ChatGPT application. The findings of this study suggest that instructors and students may wish to create their own custom GPTs for teaching and learning anatomy. Future research is needed to further develop and characterize the potential of GPTs for anatomy education.

The parents' internet use and children's extracurricular tutoring class participation.

The educational burden from extracurricular tutoring class has become a pressing social issue in China. This study used data from the China family panel studies (CFPS) in 2014, 2016, and 2018 to empirically analyze the impact of Internet usage on children's participation in extracurricular tutoring class. There are many factors that influence parents' decisions to enroll their children in extracurricular tutoring class. These factors include family income status, the level of importance parents place on their children's education, the marginal returns on educational investment, academic pressure, etc. However, in today's digitalized society, the widespread use of the internet will also become an important influencing factor in parents' decisions regarding educational investment. The study finds that, parents by using the Internet significantly increase the probability of enrolling their children in extracurricular tutoring class. Through mechanism regression analysis, it is concluded that internet usage has a positive influence on parents enrolling their children in extracurricular tutoring class by increasing the frequency of social interaction and raising parents' educational expectations for their children. Based on the empirical results, the following policy suggestions were proposed: 1. Schools should establish a more comprehensive after-school education service system to improve the engagement of students in compulsory education; 2. The government can enhance the accessibility and optimization of educational resources by increasing investment in education, improving the quality of in-school education, and optimizing the management and supervision of extracurricular tutoring class. This ensures that students can access high-quality educational services.

"Better than my professor?" How to develop artificial intelligence tools for higher education.

Artificial Intelligence (AI) tools are currently designed and tested in many fields to improve humans' ability to make decisions. One of these fields is higher education. For example, AI-based chatbots ("conversational pedagogical agents") could engage in conversations with students in order to provide timely feedback and responses to questions while the learning process is taking place and to collect data to personalize the delivery of course materials. However, many existent tools are able to perform tasks that human professionals (educators, tutors, professors) could perform, just in a timelier manner. While discussing the possible implementation of AI-based tools in our university's educational programs, we reviewed the current literature and identified a number of capabilities that future AI solutions may feature, in order to improve higher education processes, with a focus on distance higher education. Specifically, we suggest that innovative tools could influence the methodologies by which students approach learning; facilitate connections and information attainment beyond course materials; support the communication with the professor; and, draw from motivation theories to foster learning engagement, in a personalized manner. Future research should explore high-level opportunities represented by AI for higher education, including their effects on learning outcomes and the quality of the learning experience as a whole.

Puntaje final del examen de admisión según el promedio de grado de los postulantes a la convocatoria de la Comisión Nacional de Residencias Médicas Paraguay 2019-2023

Introducción: La Comisión Nacional de Residencias Médicas (CONAREM) es el principal sistema de admisión para la tutoría clínica de residencias médicas en Paraguay, avalado por Ministerio de Salud Pública y Bienestar Social. Objetivos. Determinar la relación entre el puntaje final obtenido y el promedio de grado en postulantes a convocatorias CONAREM 2019-2023. Metodología: Estudio transversal con variables sociodemográficas, académicas, puntajes del examen y puntaje final. Se aplicaron métodos descriptivos y pruebas de Kolmogórov-Smirnov, t de Student, U de Mann-Whitney, Kruskal-Wallis y correlación de Spearman; utilizando software Stata© 17.0 de StataCorp LLC. Se consideraron significativos cuando p<0.05. Resultados: De 2019 a 2023, 4.768 médicos postularon examen CONAREM. 62,12 % eran mujeres, 34,51 % tenían entre 22 y 25 años y 95,30 % estaban solteros. El promedio de grado fue 3,56  0, 49. La mayoría (69,09 %) provenían de universidades privadas. En las especialidades preferidas, clínica médica fue más común (20,31 %), luego cirugía general y pediatría (ambas 14,30 %), 39,14 % pudo acceder a especialidad preferida. El puntaje final promedio fue 67,92 (RIC 60,78 - 76,76) con diferencias significativas según edad, universidad de procedencia y año de examen. Con modelo de regresión logística se demostró que promedio de grado, edad, universidad pública y primera participación en examen estaban asociados con mayor probabilidad de obtener mejores puntajes. El modelo tenía coeficiente de ajuste de 0, 318, indicando que solo predice el 32 % de resultados. La correlación fue moderada y significativa entre puntaje final y promedio general de grado. Según universidad, la correlación fue baja y no significativa para universidades extranjeras, mientras que universidades públicas y privadas mostraron correlación moderada pero significativa. Discusión. Los mejores promedios de grado se correlacionan moderadamente con mayor probabilidad de puntajes altos y acceder a especialidades de preferencia de los médicos recientemente graduados, provenientes de universidades públicas que hayan rendido por primera vez el examen de la CONAREM.

Introduction: The National Commission of Medical Residencies (CONAREM) is the main admission system for clinical tutoring of medical residencies in Paraguay, endorsed by the Ministry of Public Health and Social Welfare. Objectives: Determine the relationship between the final score obtained and the average degree in applicants to CONAREM calls 2019-2023. Methods: Cross-sectional study with sociodemographic and academic variables, exam scores and final score. Descriptive methods and tests of Kolmogorov-Smirnov, Student's t, Mann-Whitney U, Kruskal-Wallis and Spearman's correlation were applied; using Stata© 17.0 software from StataCorp LLC. They were considered significant when p<0.05. Results: From 2019 to 2023, 4,768 doctors applied for the CONAREM exam. 62.12% had a female female, 34.51% from 22 to 25, and 95.30% were single. The grade point average was 3.56(0.49. The majority (69.09%) came from private universities. As for preferred specialties, medical clinic was more common (20.31%), then general surgery and pediatrics (both 14.30%). 39.14% could access preferred specialty. The average final score was 67.92 and significant differences were found according to age, university of origin and year of examination. With logistic regression model, it was shown that average grade, age, public university and first participation in the exam were associated with a higher probability of obtaining better scores. The model had an adjustment coefficient of 0.318, indicating that it only predicts 32% of outcomes. The correlation was moderate and significant between final score and overall grade point average. By type of university, the correlation was low and not significant for foreign universities, while public and private universities showed moderate but significant correlation. Discussion: The best grade point averages correlate moderately with higher probability of high scores and access to specialties of preference and are associated with recently graduated doctors from public universities and took the exam for the first time.

The Effects of Different Motor Teaching Strategies on Learning a Complex Motor Task.

During the learning of a new sensorimotor task, individuals are usually provided with instructional stimuli and relevant information about the target task. The inclusion of haptic devices in the study of this kind of learning has greatly helped in the understanding of how an individual can improve or acquire new skills. However, the way in which the information and stimuli are delivered has not been extensively explored. We have designed a challenging task with nonintuitive visuomotor perturbation that allows us to apply and compare different motor strategies to study the teaching process and to avoid the interference of previous knowledge present in the naïve subjects. Three subject groups participated in our experiment, where the learning by repetition without assistance, learning by repetition with assistance, and task Segmentation Learning techniques were performed with a haptic robot. Our results show that all the groups were able to successfully complete the task and that the subjects' performance during training and evaluation was not affected by modifying the teaching strategy. Nevertheless, our results indicate that the presented task design is useful for the study of sensorimotor teaching and that the presented metrics are suitable for exploring the evolution of the accuracy and precision during learning.

Does regular attendance in supplemental virtual near-peer tutoring in anatomy laboratory content improve anatomy performance for medical students?

Near-peer tutoring (NPT) programs are popular vehicles to supplement traditional delivery of medical school curricula, including for anatomy laboratory (AL) content. While NPT programs can result in improved preclinical coursework performance for tutees, little to no data specifically show a benefit of NPT in AL course performance. In 2021, NYIT College of Osteopathic Medicine launched an NPT program where qualified second-year students led group tutoring sessions for first-year students. This study investigated whether participation and level of attendance in AL NPT sessions were associated with greater examination-to-examination improvement in AL performance. Student attendance at AL sessions in the NPT program was categorized as either regular (10 or more sessions), moderate (5-9 sessions), infrequent (1-4 sessions), or never during one semester. For the first 2 years of the NPT program, attendance frequency at AL tutoring sessions had a significant impact on average exam-to-exam improvement (p < 0.05). Overall, students who attended tutoring at any frequency had greater exam-to-exam improvement than students who never attended (p < 0.05). However, this trend was only significant in 1 of 2 years investigated. These data show that NPT programs can, though not uniformly, benefit student outcomes in AL coursework. With these data, this study provides additional details on the level of attendance necessary for expected improvements in AL coursework.

Using the Delphi method to develop a clinical skills assessment tool for advanced practice nurses in psychiatry and mental health / Élaboration d'un outil d'évaluation des compétences en stage des étudiants infirmiers en pratique avancée, mention psychiatrie et santé mentale à partir d'une méthode Delphi

Introduction: In France, advanced practice for psychiatric and mental health nurses has been developing since 2019. The acquisition of clinical skills by advanced practice nursing students requires monitoring and evaluation. This article outlines the process for creating an internship logbook. Objective: To develop and verify a tool for assessing the skills of advanced practice nursing students specializing in psychiatry and mental health during the internship stage. Method: The Delphi method described by Hasson was used, with the aim of obtaining a consensus of over 80% of the experts consulted. Results: A panel of ten experts, all internship tutors at partner healthcare establishments of Aix Marseille University, was consulted twice. The internship logbook was composed of 68 items. Discussion: This tool is the product of a multidisciplinary process including nurses and psychiatric nurses. It can be adapted to a variety of learning environments and helps tutors track the acquisition of clinical skills during the internships, both through external and self-assessment. Conclusion: A new Delphi consultation will foster uptake of this tool. Advanced practice nurses in psychiatry and mental health will be included in the group of experts.

Flow with an intelligent tutor: A latent variable modeling approach to tracking flow during artificial tutoring.

Increasing use of intelligent tutoring systems in education calls for analytic methods that can unravel students' learning behaviors. In this study, we explore a latent variable modeling approach for tracking learning flow during computer-interactive artificial tutoring. The study considers three models that give discrete profiles of a latent process: the (i) latent class model, (ii) latent transition model, and (iii) hidden Markov model. We illustrate application of each model using example log data from Cognitive Tutor Algebra I and suggest analytic procedures of drawing learning flow. Through experimental application, we show that the models can reveal substantive information about students' learning behaviors and have potential utility for describing the learning flow. The models differed in the assumptions and data constraints but yielded consistent findings on the flow states and interaction modalities. Based on our experiential analyses, we discuss strengths and limitations of the models and illuminate areas of future development.

[Welcoming learners, a DEPHI on the DMU!] / L'accueil des apprenants, un DEPHI sur le DMU !

The reception of learner-caregivers is a challenge for the care sectors in the context of clinical training, moreover in view of the current situation in connection with the health of our hospitals. Remember that internship periods represent 50 % of apprenticeship time in training institutes. So how does a Medical-University Department of Hematology and Immunology try to implement a policy of welcoming and supporting trainees, taking into account their level of training and promoting interest and emulation for future professionals health?

Primeros pasos en el intervencionismo. Lecciones de la práctica diaria / First steps in interventionism. Lessons from daily practice

Resumen Las características del paciente y la localización de la lesión diana pueden hacer más complejo un procedimiento intervencionista. Una adecuada formación basada en el conocimiento de los instrumentos, manejo de técnicas alternativas y complementos hacen que estos procedimientos sean efectivos y seguros. Destacaremos la planificación anticipada, los enfoques seguros, el papel de la integración y la discusión interdisciplinaria. Los elementos descritos aquí y la bibliografía adjunta pueden tomarse como una guía para comenzar una carrera en radiología intervencionista.

Abstract The characteristics of the patient and the location of the target lesion can make an interventional procedure more complex. An adequate training based on the knowledge of instruments, handling of alternative techniques and supplementary tools make these procedures effective and safe. We will emphasize advanced planning, safe approaches, the role of integration, and interdisciplinary discussion. The items described here and the accompanying bibliography can be taken as a guide to starting a career in interventional radiology.

Chemistry tutoring sessions: educational support program for health sciences students / Monitorias en química: programa de acompañamiento para estudiantes de ciencias de la salud

Abstract Introduction: A high proportion of health sciences students at the Universidad Nacional de Colombia (UNAL) fail the basic chemistry (BC) course and, in some cases, this situation has caused them to lose their status as UNAL students. Objective: To evaluate the efficacy of a tutoring program in reducing the percentage of health sciences students who fail the BC course at the UNAL. Materials and methods: Holistic research carried out between 2011 and 2018, consisting of four levels and involving the participation of professors and students of the BC course, as well as professors and directors of the health sciences programs offered by the UNAL. At the perceptual level, the problem was described through the quantitative analysis of the academic reports of 1 983 students enrolled in the course from 2009 to 2011. At the apprehensive level, semi-structured interviews were conducted with 5 directors and 8 professors of the different health sciences programs, and a questionnaire was administered to 319 students to analyze the causes and possible solutions to the problem. At the comprehensive level, a tutoring program (designed according to the context-based learning approach), in which 3 050 students participated, was implemented. Finally, at the integrative level, the efficacy of the program was evaluated by comparing, through bivariate analyses, the academic results obtained in the BC course by the 4 545 students enrolled between 2011 and 2018 based on to their participation in the tutoring program. Results: A significant difference in the course failure rate (p=0.000) was observed between students who participated in the tutoring program (18.73%) and those who did not (43.26%). Conclusion: The implementation of the chemistry tutoring program allowed to reduce the failure rate of the BC course among health sciences students at the UNAL.

Resumen Introducción. Una alta proporción de estudiantes de ciencias de la salud de la Universidad Nacional de Colombia (UNAL) reprueban la asignatura Química Básica (QB), y en algunos casos esta situación les ha hecho perder su calidad como estudiantes de la UNAL. Objetivo. Evaluar la eficacia de un programa de monitorias para disminuir el porcentaje de estudiantes de ciencias de la salud que reprueban la asignatura QB en la UNAL. Materiales y métodos. Investigación holística desarrollada en cuatro niveles entre 2011 y 2018 con la participación de profesores de QB y de estudiantes, docentes y directivos de los programas de ciencias de la salud de la UNAL. En el nivel perceptual se describió la problemática mediante el análisis cuantitativo de los reportes académicos de 1 983 estudiantes desde 2009 hasta 2011. En el nivel aprehensivo se realizaron entrevistas semiestructuradas a 5 directivos y 8 profesores de los diferentes programas de ciencias de la salud y se aplicó un cuestionario a 319 estudiantes para analizar las causas y posibles soluciones del problema. En el nivel comprensivo se implemento un programa de monitorías (diseñado con base en el enfoque de aprendizaje basado en el contexto) en el que participaron 3 050 estudiantes, y en el nivel integrativo se evaluó la efectividad del programa, al comparar, mediante análisis bivariados, los resultados académicos en la asignatura de los 4 545 estudiantes inscritos entre 2011 y 2018 de acuerdo con su participación en el programa de monitorías. Resultados. Se observó una diferencia significativa en la tasa de pérdida de la asignatura (p=0.000) entre los estudiantes que asistieron a las monitorías (18.73%) y quienes no lo hicieron (43.26%). Conclusión. La implementación del programa de monitorías en química permitió reducir la tasa de pérdida en la asignatura QB de los estudiantes de ciencias de la salud de la UNAL.