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.

[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.

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.

Roles y habilidades docentes según escenarios educativos en carreras de la Salud / Teaching Roles and Skills According to Educational Scenarios in Health-Related Majors

Introducción: Las carreras de la salud se caracterizan por contemplar dos contextos educativos, el aula que abarca casi la totalidad del plan curricular en el ciclo básico y parte importante del pre-clínico; y el contexto de enseñanza clínica que caracteriza el último ciclo de formación profesional en Ciencias de la Salud. Objetivos: Describir los roles docentes que se practican en la actualidad en diversos escenarios educativos de carreras Salud en una Universidad de alta complejidad en Chile. Métodos: Investigación cualitativa, teoría fundamentada de Strauss y Corbin. Se utilizaron dos instrumentos para la recolección de datos, previo consentimiento informado: entrevistas individuales semi-estructuradas y focus group, por muestreo teórico. Los participantes fueron 31 docentes de seis carreras de las Ciencias de la Salud. Se utilizó el método de comparación constante para el análisis de datos y fueron procesados en Atlas ti. Resultados: Se observaron diferencias en el rol que ejerce el docente que realiza enseñanza en aula quien despliega habilidades que le permite tener un mayor control sobre el proceso de enseñanza-aprendizaje y el rol que ejerce en campos clínicos, donde debe desplegar diversas estrategias espontáneas. Conclusiones: Los habilidades docentes le permiten ir adaptándose a los escenarios educativo en lo que enseña, sin embargo, también provoca que éstos ejerzan otro tipo de roles docentes que los que se propone en la teoría(AU)

Introduction: Health-related majors are characterized by contemplating two educational contexts: the classroom, which covers almost the entire curricular plan in the basic cycle and an important part of the pre-clinical cycle; and the clinical teaching context, which characterizes the last cycle of professional training in Health Sciences. Objectives: To describe the teaching roles currently practiced in different educational contexts of health majors in a high-complexity university in Chile. Methods: Qualitative research, grounded theory by Strauss and Corbin. Two instruments were used for data collection, with prior informed consent: semi-structured individual interviews and focus group, by theoretical sampling. The participants were 31 teachers from six Health Sciences majors. The constant comparison method was used for the data analysis. The data were processed in Atlas ti. Results: Differences were observed in the role played by the professor working in the classroom, where skills are displayed permitting greater control over the teaching-learning process, and the role played in clinical fields, where various spontaneous strategies must be deployed. Conclusions: The teaching skills allow the professor to adapt to the educational teaching scenarios; however, it also causes professors to exercise other types of teaching roles than those proposed in the theory(AU)

Experiencia interdisciplinaria para el diseño de productos para la salud / Interdisciplinary experience for the design of health care products

Background: Training of innovative health professionals is necessary for the development of an effective health system in a limited resources context. However, the professionals underestimate their innovative role and receive sparse training in this issue. Meanwhile, industrial designers are trained to innovate but have a weak knowledge about health issues. Aim: To describe the outcomes of a study based on Challenge-Based Learning (CBL) where health and industrial design students learned about product development aimed to solve health problems. Material and Methods: Twenty industrial design students, seven health care students and nine teachers of both disciplines participated in a User Centered Design workshop. Using the CBL method, they were challenged to develop products to tackle a health problem. At the end of the challenge, teachers and students evaluated the products using a semantic differential method and answered a questionnaire assessing the activity. Results: In the semantic differential method, all participants evaluated usefulness, functionality and organization of the product rather than its originality. The greatest discrepancies in evaluation were found between design and health teachers. Students positively evaluated the challenge, although the weakest point was its coordination. Conclusions: CBL and interdisciplinary work are adequate tools for the development of innovative competences, as well as understanding the central elements of innovation.

Evaluación del curriculum por estudiantes de Fonoaudiología de la Universidad de Concepción, Chile / Curriculum evaluation by Phonoaudiology students of the University of Concepción, Chilei: en

Introducción: dentro de todo proceso de rediseño curricular se debe considerar la percepción que tienen los estudiantes de su curriculum para efectuar futuros cambios y mejoras. Objetivo: comparar la evaluación que los estudiantes de los distintos cursos de Fonoaudiología realizan del currículum. Métodos: estudio cuantitativo, no experimental y de corte transversal. Fueron elegidos 220 estudiantes de primero a quinto año, por muestreo probabilístico por cuotas, encuestados con el cuestionario de evaluación del curriculum. Los datos fueron analizados por el paquete estadístico STATA 11.0 S.E. Resultados: la pertinencia del curriculum y metodologías de enseñanza y evaluación fueron evaluadas mejor por primer año que los otros cuatro grupos. La distribución del tiempo fue mejor evaluada por los estudiantes de primer año en relación a los de cuarto. Los objetivos de la asignatura, fueron mejor evaluados por los de primer año que por los de tercero. En el factor objetivos de la carrera, los estudiantes de primero realizaron una evaluación más positiva que los de segundo, tercero y cuarto año. La distribución de actividades, fue mejor evaluada por los alumnos de primer año que los de cuarto y quinto. En el factor equipo docente, los alumnos de quinto año tuvieron una opinión más negativa que los de primer y tercer año. El cumplimiento de objetivos, fue mejor evaluado por los alumnos de quinto año que los otros cuatro niveles. Conclusiones: al avanzar en el plan de estudios empeora la evaluación del curriculum. Los resultados respaldan la necesidad de efectuar cambios y mejoras en el currículum(AU)

Introduction: Any process for redesigning a curriculum must consider the students' perception about their curriculum, before doing future changes and improvements. Objective: Compare the curriculum evaluation by the students of different Phonoaudiology courses. Methods: Quantitative, nonexperimental and cross-sectional study. 220 students of the academic years from first to fifth were chosen through probability quota sampling and conducted a survey with the curriculum evaluation questionnaire. The data were analyzed with the statistical package STATA 11.0 S.E. Results: The pertinence of the curriculum and teaching and evaluation methodologies were assessed better by the first year students than what they were by the rest of the students. Time distribution was assessed better by the first year students than the rest. The subject's objectives were assessed better by the first year students that the third year. In the factor major's objectives, the first year students made a more positive evaluation than the second, third and fourth year students. Activities distribution was better assessed by the first year students than fourth and fifth. The factor teaching staff, the fifth year students had a more negative opinion than first and third years. The fulfillment of the objectives was assessed better by the fifth year students that the rest of the four levels. Conclusions: The more advance in the curriculum, the worst the curriculum assessment. The results support the need for making changes and improvements in the curriculum(AU)