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.

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.

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

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.

[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.

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.

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.

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.

Cuestionario de percepción de la formación pedagógica: estructura factorial y confiabilidad en académicos de la salud chilenos / Perception about teaching training process questionnaire: factor structure and reliability in chilean health faculties

INTRODUCCIÓN: El presente estudio analiza las propiedades psicométricas de un instrumento para evaluar la percepción de los docentes universitarios sobre las capacitaciones pedagógicas en las que participan. Esta evaluación se realiza considerando las características propias de una capacitación exitosa que facilite la transferencia al aula de lo aprendido. Sujetos y métodos: Estudio cuantitativo, psicométrico, transversal. Respondieron el cuestionario de percepción de la formación pedagógica (CPFP) más un cuestionario sociodemográfico, previo consentimiento informado, 117 docentes de grado del área de la salud, elegidos por muestreo no probabilístico por accesibilidad. Se realizó un juicio de experto del cuestionario antes de la aplicación, y después de ésta se realizó un análisis factorial exploratorio. RESULTADOS: El índice de validez del contenido del cuestionario fue aceptable. Según el análisis factorial exploratorio, los 42 ítems del CPFP se organizaron en cuatro factores: promoción de la reflexión docente, aprendizaje en redes funcionales, aprendizaje adaptado a las necesidades del docente y aprendizaje activo. Sus confiabilidades fluctuaron entre alfa = 0,68 y alfa = 0,951. CONCLUSIONES: El CPFP presenta evidencia a favor de su validez de contenido y de su validez de constructo. Asimismo, tres de sus factores presentan confiabilidades buenas o excelentes, con un factor con confiabilidad cuestionable que requeriría una mayor revisión

INTRODUCTION: The present study analyzes the psychometric properties of an instrument to assess university teachers' perceptions about pedagogical training in which they participate. This evaluation is carried out considering the successful training process' characteristics that facilitate learning transference to their classroom activities. Subjects and methods: Quantitative, psychometric, cross-sectional study was performed. 117 undergraduate teachers from health area degrees, chosen by non-probabilistic convenience sampling, answered Pedagogical Training Perception Questionnaire (CPFP) plus a sociodemographic questionnaire, with prior informed consent. The expert judgment of this questionnaire was performed before the survey. An Exploratory Factor Analysis (AFE) was performed after it. RESULTS: The questionnaire's Content Validity Index was acceptable. According to the AFE, their 42 items were organized into four factors: Promotion of teacher reflection, Learning in functional networks, Learning adapted to the needs of the teacher and Active learning. Their reliabilities fluctuated between α=0.680 and α=0.951. CONCLUSIONS: The CPFP presents evidence in favor of its content validity and its construct validity. Likewise, three of its factors present good or excellent reliability, with a factor with questionable reliability that would require further revision

Formación clínica en carreras de la salud: ¿dónde se incluye la diversidad? / The inclusion of diversity in clinical training

Background Educational inclusion, a concept that has changed over time, is becoming relevant. It initially considered only disability and now contemplates education for all people. Educational inclusion has special relevance in health care workers' training, who will have direct contact with heterogeneous populations, where diversity-oriented treatments are required. Aim To describe how diversity is integrated into health care training in a clinical context. Material and Methods qualitative study, based on Grounded Theory. Two group interviews and thirteen semi-structured interviews were conducted among 11 teachers and 25 students of health careers. Data was analyzed using Atlas-ti 7.5.2. A constant comparison method, reaching an axial coding level, was used. Results The category of training in health careers in the context of diversity emerged. It is a process that operates in cognitive, affective and behavioral dimensions. It accounts for the diversity of system actors and the model of a health professional and teacher facing diversity. Conclusions These dimensions should be understood during clinical training. Socio-cultural diversity encompassing gender, sex, ethnicity, religion and disability should be considered. Therefore, educational inclusion is an important issue to be considered by universities.

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)