Identifying the Needs of Older Adults Associated with Daily Activities: A Qualitative Study.

INTRODUCTION: By 2050, older adults will constitute 16% of the world population; hence, there is an urgent demand and challenge to design solutions (products and services) that meet the needs of this age group. This study sought to analyse the needs that impact the well-being of Chilean older adults and present possible solutions through the design of products. METHODOLOGY: A qualitative study was used, where focus groups were held with older adults, industrial designers, health professionals, and entrepreneurs on the needs and design of solutions for older adults. RESULTS: A general map was obtained that linked the categories and subcategories related to the relevant needs and solutions, which were then classified in a framework. CONCLUSIONS: The resulting proposal places the needs in different fields of expertise; and thus, enables positioning, broadening, and expanding upon the map to share knowledge, between the user and key experts, to co-create solutions.

Inclusion in the university: Who assumes responsibility? A qualitative study.

Society challenges higher education institutions and their members to generate inclusive communities to enable the full development of all members. This study aims to analyze who is responsible for generating inclusion according to community members from a traditional Chilean University. We carried out qualitative research based on the Grounded Theory. We collected data through focus group and semi-structured Interviews, involving 14 undergraduate students, two post-graduate students, 17 faculty members, five non-teaching staff members, and nine executives officers. All of thembelonging to the three campuses of the University. We analyzed data using ATLAS.ti 7.5.7, using the constant comparison method and reaching an axial codification level. From the data analysis, 25 subcategories emerged, grouped into six categories. Later we organized them under the codification paradigm. Results highlighted the perception of the interaction and influence of the social, institutional, and personal fields in the inclusion phenomenon. Also, that inclusive practices must be a responsibility shared among different educational community members.

Well-being variations on students of health sciences related to their learning opportunities, resources, and daily activities in an online and on-crisis context: a survey-based study.

BACKGROUND: Universities' training process intensely relies on face-to-face education. The COVID-19 pandemic interrupted it and forced them to reinvent their process online. But this crisis seems not to be the last we will face, and we take it as a lesson to prepare for future crises. These critical contexts are especially challenging because they imply changing teaching strategies, and students may not have the technology access or the living conditions to connect as they need. They also lived through a pandemic where the virus and the life changes added stress to their learning process and threatened their well-being. So, this study aims to analyze how well-being variations reported by Health sciences students relate to their learning opportunities, access conditions, and daily activities. METHOD: We surveyed 910 Health sciences students from six different Chilean universities at the end of the first semester of 2020, the first in pandemic conditions. Respondents answered online questionnaires about 1) Remote teaching activities, 2) Learning resources availability, 3) Daily life activities, and 4) Well-being changes. We performed descriptive analysis and Structural Equation Modelling. RESULTS: Live videoconference classes were the most frequent teaching activity; only a third of the students had quiet spaces to study online, and most had to housekeep daily. More than two third reported some well-being deterioration. The structural equation model showed a good fit. CONCLUSION: Results show an online learning scenario that tries to emulate traditional learning focusing on expositive strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors.

Profesionalismo y medicina narrativa / Professionalism and narrative medicine

This work is a bibliographical review of the challenges of professionalism in medical training. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. By virtue of the changes in the practice of medicine during the last years, professionalism values emerge as qualities that should reshape medicine. Several medical associations are redefining professionalism and insist that this issue should be included in the training curriculum. Thus, several medical education institutions are pursuing strategies to teach and assess professionalism. Modeling is still relevant as a learning strategy, but it must be tutored and directed. Also, timely and formative feedback appears as the most frequently suggested evaluative action. Both processes incorporate a personal reflective practice. Several recent studies suggest that a reflective experience is relevant for the formation of a professional identity. Narrative Medicine methodology emerges as an innovative strategy to address this issue, as it seeks to deliver valuable learning experiences to the students through reflection and the search for a new paradigm for medical practice.

The training of a new social-responsible generation of health professionals with a patient-centered vision / A formação de uma nova geração socialmente responsável de profissionais de saúde com uma visão centrada no paciente

Abstract The challenges that Latin America faces in health are deeply related to others, such as access to clean water, the right to education, and housing. Health professionals that work in an environment where the population faces constant barriers to accessing care in the public health system or has limited resources to pay for it in a private sector will face an ethical dilemma, the question of how to honor the call to care for patients when there is not enough support system or infrastructure to do so. Within the schools of medicine and health sciences, the question is how to train students to face or resolve these conflicts. The social responsibility approach is a proposal that allows the alignment of education for health professionals and health systems to contribute to the creation of an effective, equitable, and sustainable system. The present article aims to discuss this problem from the importance of training health professionals, ethical and committed to their communities, that have the skills and attitudes to implement a patient-centered vision. The involvement of universities and training institutions of the next generation of health professionals cannot be postponed.

Resumo Os desafios que a América Latina enfrenta em matéria de saúde estão profundamente relacionados a outros, como o acesso à água limpa, o direito à educação e à moradia. Os profissionais de saúde que trabalham em um ambiente onde a população enfrenta constantes barreiras ao acesso aos cuidados no sistema público de saúde ou tem recursos limitados para pagá-los em um setor privado enfrentarão um dilema ético, a questão de como honrar o chamado para cuidar dos pacientes quando não há sistema de apoio ou infraestrutura suficiente para fazê-lo. Dentro das escolas de medicina e ciências da saúde, a questão é como treinar os estudantes para enfrentar ou resolver estes conflitos. A abordagem da responsabilidade social é uma proposta que permite o alinhamento da educação dos profissionais de saúde e dos sistemas de saúde para contribuir para a criação de um sistema eficaz, equitativo e sustentável. O presente artigo visa discutir este problema a partir da importância de formar profissionais de saúde, éticos e comprometidos com suas comunidades, que tenham as habilidades e atitudes necessárias para implementar uma visão centrada no paciente. O envolvimento de universidades e instituições de treinamento da próxima geração de profissionais de saúde não pode ser adiado.

The training of a new social-responsible generation of health professionals with a patient-centered vision.

The challenges that Latin America faces in health are deeply related to others, such as access to clean water, the right to education, and housing. Health professionals that work in an environment where the population faces constant barriers to accessing care in the public health system or has limited resources to pay for it in a private sector will face an ethical dilemma, the question of how to honor the call to care for patients when there is not enough support system or infrastructure to do so. Within the schools of medicine and health sciences, the question is how to train students to face or resolve these conflicts. The social responsibility approach is a proposal that allows the alignment of education for health professionals and health systems to contribute to the creation of an effective, equitable, and sustainable system. The present article aims to discuss this problem from the importance of training health professionals, ethical and committed to their communities, that have the skills and attitudes to implement a patient-centered vision. The involvement of universities and training institutions of the next generation of health professionals cannot be postponed.

Inclusion at universities: Psychometric properties of an inclusive management scale as perceived by students.

INTRODUCTION: During the last century, the inclusion of all kinds of diversity became a social imperative in all social spaces but above all in some institutions such as the educational ones. Among these, inclusion has been least studied in the tertiary education organizations. This communication proposes and evaluates the psychometric properties of a new instrument, named Inclusive Management in Tertiary Institutions Scale (IMTIS), to assess inclusive management in universities. METHOD: The researchers used a quantitative research model through survey. We based on the Index for Inclusion to design the IMTIS. We first submitted it to the assessment of experts. Then we applied the resulting version in an online survey including a sample of 1557 students from two universities and 121 different undergraduate careers. A panel of experts judged the content validity of the instrument. Participants answered the IMTIS after informed consent. We used confirmatory factor analysis to assess the construct validity of the instrument. We also evaluated the reliability of the measurements. RESULTS: From a kit of 33 originally proposed items, we obtained a version of 22 items with CVR between 0.60 and 1.00, and a IVC = 0.78. The confirmatory factor analysis showed that the six-factor solution had a better adjustment than the one and three factors solutions (RMSEA = 0.059; CFI = 0.947; TLI = 0.937). The McDonald ω coefficients were between 0.864 and 0.922. CONCLUSION: The results deliver evidence that supports the validity and reliability of the IMTIS measurements to carry out research and diagnosis of inclusive management in higher education institutions.

[Professionalism and narrative medicine]. / Profesionalismo y medicina narrativa.

This work is a bibliographical review of the challenges of professionalism in medical training. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. By virtue of the changes in the practice of medicine during the last years, professionalism values emerge as qualities that should reshape medicine. Several medical associations are redefining professionalism and insist that this issue should be included in the training curriculum. Thus, several medical education institutions are pursuing strategies to teach and assess professionalism. Modeling is still relevant as a learning strategy, but it must be tutored and directed. Also, timely and formative feedback appears as the most frequently suggested evaluative action. Both processes incorporate a personal reflective practice. Several recent studies suggest that a reflective experience is relevant for the formation of a professional identity. Narrative Medicine methodology emerges as an innovative strategy to address this issue, as it seeks to deliver valuable learning experiences to the students through reflection and the search for a new paradigm for medical practice.

Poder y género en las relaciones entre docentes y estudiantes de la carrera de medicina / Power and gender in relationships between teachers and students in medical schools

BACKGROUND: Education is a continuous, critical, holistic process that not only intends to transmit knowledge, abilities, and skills, but also permeates attitudes, values and dispositions, becoming a decisive element to fight inequality in all its nuances. AIM: To characterize the type of power that is established in relation to gender, between teachers and students, from the perspective of students and medical teachers from two Chilean universities. MATERIAL AND METHODS: Qualitative study, according to Grounded Theory. Nine medical teachers were interviewed, and a focus group was conducted with ten medical students. Open coding was performed for the analysis. RESULTS: The presence of five types of power and the gender of the receivers of such expressions was described. Power was expressed also as fair or unfair treatment, pressure, and sexual harassment. CONCLUSIONS: Power exercised by teachers over their students is differentiated according to the gender of students. The ways in which that power is exercised do not go unnoticed when they become arbitrary obstacles or benefits for the students and their learning process. It also affects the way in which they subsequently relate with their environment.

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.

[Relationship between occupational commitment and teaching practices among healthcare teachers]. / ¿Enseña diferente un docente comprometido? Relación entre compromiso docente y prácticas pedagógicas en académicos de carreras de la salud.

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.

[Students' perception about mistreatment in undergraduate medical training]. / Maltrato en el pregrado de la carrera de Medicina: percepción de los estudiantes.

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.

Psychometric properties of the Pelvic Organ Prolapse/Urinary Incontinence Sexual Questionnaire (PISQ-12) on Chilean women / Propiedades psicométricas del instrumento Pelvic Organ Prolapse/Urinary Incontinence Sexual Questionnaire (PISQ-12) en mujeres chilenas

Abstract Introduction: Pelvic floor dysfunctions have an impact on women's sexual function. A Chilean study found that 74% of women have pelvic floor dysfunctions, but there is no validated tool for them. Objective: To evaluate the psychometric properties of the Pelvic Organ Prolapse/Urinary Incontinence Sexual Questionnaire (PISQ-12) for assessing sexual function in Chilean women with pelvic floor dysfunctions. Methods: Cross-sectional study of psychometrics in 217 women with pelvic floor dysfunction, age 18 or older, and sexually active (last 6 months). Non-probability, convenience sampling. Tool: PISQ-12. Experts checked content validity, construct validity with confirmatory factor analysis, reliability with Cronbach's alpha, and discriminating capacity with Pearson and McDonald's omega. Results: Population is mainly perimenopausal, highly educated with no income and with urinary incontinence (89.4%). Psychometric analysis supports a three-factor structure: sexual response, female sexual problems, and male sexual problems, with a good (α= 0.85), acceptable (α= 0.73), and poor (α= 0.63) reliability, respectively, but McDonald's omega was acceptable for all three. These were related to age (rs: -0.33), education (rs: 0.36), number of pregnancies (rs: -0.18) and vaginal births (rs: -0.25). Conclusions: PISQ-12 is valid and reliable for measuring sexual dimension and problems. Age, education, and number of pregnancies and vaginal births are moderately correlated to sexual response.

Resumen Introducción: Las disfunciones del piso pélvico impactan la función sexual de mujeres que la padecen. En un estudio chileno un 74% de las mujeres presentó disfunción sexual sin tener un instrumento validado para esta población. Objetivo: Evaluar las propiedades psicométricas del Pelvic Organ Prolapse Urinary Incontinence Sexual Questionnaire (PISQ-12) para medir la función sexual en mujeres chilenas con disfunciones del piso pélvico. Métodos: Estudio transversal psicométrico de 217 mujeres con disfunción del piso pélvico, igual /mayor a 18 años, sexualmente activas (últimos 6 meses). Muestreo no probabilístico de conveniencia. Cuestionario: PISQ-12. Se realizó juicio de expertos para validez de contenido, análisis factorial confirmatorio para validez de constructo y el α de Cronbach para confiabilidad y capacidad discriminativa con Pearson y ω de McDonald. Resultados: Población principalmente perimenopáusica, alta escolaridad sin ingresos y con Incontinencia Urinaria (89.4%). El análisis psicométrico apoyó una estructura de tres factores: respuesta sexual, limitaciones sexuales femeninas y limitaciones sexuales masculinas, con confiabilidad buena (α= 0.85) aceptable (α= 0.73) y pobre (α= 0.63), respectivamente, aunque el ω de McDonald mostró valores aceptables para los tres. Éstos se relacionaron con edad (rs: -0.33), escolaridad (0.36), número de embarazos (-0.18) y partos vaginales (-0.25). Conclusiones: El PISQ-12 es válido y confiable, midiendo la dimensión sexual y limitaciones sexuales. La edad, escolaridad, número de embarazos y partos vaginales se correlaciona con la respuesta sexual en intensidad moderada.

When it is time to decide: factors associated to the choice of a medical specialty / Cuando es tiempo de decidir: factores asociados a la elección de especialidades médicas

Abstract After finishing their initial education, physicians can enter post-graduate training programs. In Chile, there are multiple medical specialties options. This review synthesizes the factors associated with the choice of specialty, according to international publications. Students coming from rural areas or small towns would tend to choose Family Medicine. Men prefer specialties such as Surgery. Having relatives in the medical profession, specializing in a specific field, also influence the choice. Concerning interests and preferences, these are linked to personal traits and some biological variables. The inclination towards clinical or surgical fields could be predicted. Academically, the curriculum, good learning experiences and teacher models favor choice, while the harassment suffered could contribute to avoidance. Besides, both prestige and economic prospects are influential factors in the choice and specialties such as Surgery are preferred. The choice of specialty must reach a balance between the students' interests and public health needs. Identifying these factors would allow a better understanding of the present shortfall (or surplus) in certain fields and contribute to the definition of policies and decision-making.

Concluida su formación, los médicos pueden acceder a programas de formación de postgrado; en Chile existen múltiples opciones de especialización médica. Esta revisión narrativa busca sintetizar los diversos factores asociados con la elección de especialidad médica según la literatura internacional. Entre los resultados se observa que los alumnos provenientes de zonas rurales o ciudades pequeñas tenderían a elegir Medicina Familiar. Los hombres tendrían mayor predilección por especialidades como Cirugía. También influiría ser hijos de médicos especialistas en un área específica. En cuanto a los intereses y preferencias, éstas se conjugan con rasgos de personalidad y algunas variables biológicas, que podrían predecir la elección de especialidades hacia el tipo clínico o quirúrgico. En lo académico, el curriculum, una buena experiencia y modelos docentes favorecen la elección, mientras el maltrato sufrido podría contribuir al descarte. Además, tanto el prestigio como el potencial económico de ciertas especialidades ha sido un factor influyente en la elección: se prefieren especialidades como Cirugía. La elección de especialidad debería encontrar un equilibrio entre los intereses del estudiante y las necesidades de salud pública. Identificar todos estos factores, permitiría una mejor comprensión de la actual escasez o sobrecarga en determinados campos, y contribuiría en la construcción de políticas y toma de decisiones, con el fin de mejorar el reclutamiento de estudiantes.

Multidimensional scale of perceived social support: evidence of validity and reliability in a Chilean adaptation for older adults.

BACKGROUND: Given the relevance of social support on the mental health of older adults, having an instrument to evaluate this variable is essential for research in the area. However, mainly, having instruments with suitable evidence of their psychometric properties is critical. For this reason, this study sought to evaluate the factorial and reliability structure of the Multidimensional Scale of Perceived Social Support within autonomous older adults from the Province of Concepción, Chile. METHODS: We surveyed 399 older adults using quote sampling. They answered a Spanish version of the Multidimensional Scale of Perceived Social Support, plus a sociodemographic questionnaire. We performed confirmatory factor analysis using Weighted Least Squares Means and Variances adjusted estimation (WLSMV) to compare the factor models proposes by previous studies. To evaluate reliability, we calculated Cronbach's alpha and McDonald's omega. RESULTS: The Confirmatory factor analysis found that the 3-factors models showed the best fist index between the models with CFI = 0.991, TLI = 0.989, and SRMR = 0.035, even though RMSEA were over the cutoff point. The factors presented reliabilities from α = 0.858 to α = 0.941, and from ω = 0.937 to ω = 0.972. CONCLUSIONS: The results support the existence of three factors for the Multidimensional Scale of Perceived Social Support (MSPSS), differentiating the support perceived from Family, Friends, and significant others. All factors present good or excellent reliability. This solution is theoretically consistent and coherent with the literature, and it presents evidence in favor of the use of MSPSS as a measurement to distinguish the support perceived source.

Experiencias de estudiantes de medicina que interrumpen sus estudios universitarios: un estudio cualitativo / Experiences of medical students dropping out studies. A qualitative approach

Background: Medical students have a higher prevalence of mental health problems and are more likely to drop out their studies as a result. Aim: To comprehend the academic experiences of medical students who dropped out medical studies in a university that experienced an increase in drop out by medical students and consultations to mental health services. Material and Methods: A qualitative study with a phenomenological design, in which in-depth interviews were conducted with eight medical students who dropped out studies. The analysis was carried out by means of the constant comparison method up to the level of open coding. Results: Two categories were identified, namely experiences prior to interrupting studies, which comprised the subcategories of academic and social experiences, and motives that lead to drop-out, which considered the subcategories related to vocation, mental health and pursuing other projects. Conclusions: These results identified the challenges faced by students prior to stopping-out, that are related to academic aspects, peer relations and student-teacher relationship. The main motives for drop-out reported by students were mental health problems.

Estructura factorial y confiabilidad de la escala de evaluación de debriefing para simulación en salud / Factorial structure and reliability of the debriefing evaluation scale for health simulation

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)

Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students.

INTRODUCTION: 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. METHOD: 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. RESULTS: 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. DISCUSSION: 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.

Maltrato en el pregrado de la carrera de Medicina: percepción de los estudiantes / Students' perception about mistreatment in undergraduate medical training

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.