Adaptación a la vida universitaria de estudiantes indígenas de comunas rurales del Norte Grande de Chile. Un estudio cualitativo / The adaptation to university life of indigenous students from rural communities in the Norte Grande of Chile. A qualitative study

Introducción: La adaptación a la vida universitaria es un proceso multidimensional en el que se llevan a cabo conjuntamente diversas transiciones y desafíos a los que se enfrenta el estudiante. Las medidas de inducción adoptadas por las universidades se centran en un perfil generalizado del estudiantado y dejan fuera los aspectos particulares, como es el caso de los indígenas de zonas rurales. Objetivo: Analizar los factores asociados a la adaptación a la vida universitaria desde la perspectiva del estudiante indígena de comunas rurales del Norte Grande de Chile. Sujetos y métodos: La metodología de este estudio es cualitativa mediante la teoría fundamentada. Se realizaron entrevistas semiestructuradas a siete participantes estudiantes indígenas de pregrado y se presentan los resultados relacionales hasta la etapa de codificación axial. Resultados: Los resultados muestran factores condicionantes, como el cambio cultural, la separación familiar y las demandas académicas; y factores de éxito en la adaptación y el apoyo social, y en mejoras de las estrategias de aprendizaje y comunicativas, y estos dos elementos son esenciales para generar una sensación de superación. Conclusión: Los estudiantes que se adaptan exitosamente al ambiente educativo universitario integran un círculo social en el que pueden transmitir ideas e inquietudes; en el contexto académico aprenden y colaboran con el resto; y en un ambiente social descubren y conocen la vida urbana.(AU)

Introduction: The adaptation to university life is a multidimensional process in which various transitions and challenges are collectively undertaken by the students. The induction measures adopted by universities focus on a generalized profile of the student body, leaving out particular aspects such as indigenous students from rural areas. Aim: To analyze the factors associated with adaptation to university life from the perspective of indigenous students from rural communities in the Northern region of Chile. Subjects and methods: This study is qualitative, using Grounded Theory, and semi-structured interviews were conducted with seven indigenous undergraduate participants. The relational results up to the axial coding stage are presented. Results: The results show conditioning factors such as cultural change, separation from family, and academic demands. Success factors in adaptation include social support in improving learning and communication strategies, which are two essential elements for generating a sense of achievement. Conclusion: A student who successfully adapts to the university educational environment integrates into a social circle where they can convey ideas and concerns, learns and collaborates with others in an academic context, and discovers and learns about urban life in a social environment.(AU)

Poder y género en las relaciones entre docentes y estudiantes de la carrera de medicina

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.

La inclusión y su importancia en la educación médica. Análisis del escenario chileno: una revisión sistemática / Inclusion and its importance in medical education. Analysis of the Chilean scenario: a systematic review

Introducción: La educación experimenta cada vez más la necesidad de integrar y entender los diversos grupos que representan las sociedades. Se presenta un análisis actualizado sobre el grado de inclusión de la diversidad en la educación superior latinoamericana y su situación en el contexto educativo chileno, con énfasis en las dimensiones de discapacidad, etnia, género y nivel socioeconómico. Materiales y métodos: Para llevar a cabo esta investigación bibliográfica, se realizó una revisión sistemática de artículos científicos, sin restricción de fecha ni de tipo de estudios. Resultados y discusión: Existe un avance en la inclusión de la discapacidad física y/o cognitiva en la educación superior en Latinoamérica y Chile; sin embargo, las otras dimensiones analizadas presentan diferencias susceptibles de ser mejoradas. Conclusiones: Se hace necesaria una evaluación constante de la responsabilidad social y formadora de las instituciones de educación superior chilenas en el abordaje de la inclusión de la diversidad, considerando este elemento como una herramienta valiosa en la enseñanza y la práctica médica.(AU)

Introduction: Education is increasingly experiencing the need to integrate and understand the diverse groups that represent societies. An updated analysis is presented on the degree of inclusion of diversity in Latin American higher education and its situation in the Chilean educational context, with emphasis on the dimensions of disability, ethnicity, gender and socioeconomic level. Materials and methods: In order to develop this bibliographic research, a systematic review of scientific articles was carried out, without restriction of date or type of studies, in Spanish and English. Results and discussion: There is progress in the inclusion of physical and/or cognitive disability in higher education in Latin America and Chile; however, the other dimensions analyzed show differences that could be improved. Conclusions: A constant evaluation of the social and formative responsibility of Chilean higher education institutions in addressing the inclusion of diversity is necessary, considering this element as a valuable tool in teaching and medical practice.(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.

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

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.

¿Qué hacen los académicos de ciencias de la salud para definir los propósitos de su docencia de pregrado? / How do health sciences faculties define undergraduate teaching purposes?

INTRODUCCIÓN: Los procesos de planificación del aprendizaje son altamente complejos, tanto para estudiantes como para docentes. Para decidir qué hacer en el aula, los docentes deben considerar el perfil de egreso de la carrera y los programas de la asignatura, pero no está claro cómo finalmente definen sus propósitos antes de realizar una clase. OBJETIVO: Analizar el proceso de definición de propósitos desde los cuales el docente planifica las actividades de enseñanza de programas de pregrado de la salud. Sujetos y métodos: Estudio cualitativo, según la teoría fundamentada. Se entrevistó a cuatro expertos en educación médica y a 25 docentes, previo consentimiento informado. Para el análisis se realizó codificación axial. RESULTADOS: Los propósitos de los docentes suelen expresarse en términos afines al modelo por competencias y están arraigados en la concepción de 'qué se suele enseñar', afectado por lo establecido formalmente en el plan de estudios. Su operacionalización está fuertemente influida por las concepciones personales y profesionales y las experiencias del académico. Para el docente, esto aumenta la relevancia de su labor, aunque ello signifique un menor seguimiento de las directrices definidas por su universidad. CONCLUSIÓN: El docente ejerce un rol activo en la definición de los propósitos de enseñanza, lo que es coherente con lo esperado por un docente reflexivo. Sin embargo, queda abierta la discusión de cómo los problemas en la definición de los planes de estudio formales lo llevan a realizar frecuentes adaptaciones personales

INTRODUCTION: Learning processes planning is highly complex, both for students and teachers. Prior to decide what to do in the classroom, teachers should consider graduate profile and courses programs. But it is unclear how they finally define their purposes before taking a class. AIM: To analyze the process of purposes definition that underlies teaching activities election for undergraduate health programs. Subjects and methods.Qualitative study, according to the grounded theory. Four experts in medical education and 25 teachers were interviewed, prior informed consent. For data analysis, axial coding was performed. RESULTS: Teachers' purposes are usually expressed in terms related to competency model. They are rooted in the conception of 'what is usually taught'. It is also affected by what is formally established in the curriculum. But its operationalization is strongly affected by personal and professional conceptions and teachers' experiences. For teachers, this increases the relevance of their work, although the guidelines defined by his university are less used. CONCLUSION: Teachers showed an active role in teaching purposes definition, which is consistent with what is expected by a reflexive teacher. However, the discussion of what problems in formal curricula leads him to make frequent personal adaptations remains open

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.

Desde la concepción de disciplina científica a la noción de didáctica en carreras de la salud / From the conception of scientific discipline to the notion of didactics in health careers

Introducción: El estudio de la didáctica en ciencias de la salud ha sido abordado principalmente a través de las innovaciones en metodologías de enseñanza y evaluación. Sin embargo, no se ha realizado una discusión teórico-empírica sobre la naturaleza de la didáctica que constituyen las diversas disciplinas en el área de la salud. Sujetos y métodos: Estudio cualitativo, basado en la teoría fundamentada. Participaron 31 docentes de seis carreras de ciencias de la salud, a los cuales se seleccionó según el criterio de máxima variación. Los docentes fueron contactados personalmente, previo proceso de consentimiento informado. Se realizaron entrevistas semiestructuradas y grupos focales diseñados por los investigadores. El plan de análisis se realizó a partir del método de comparación constante hasta llegar al nivel de codificación selectiva, utilizando el Caqdas Atlas-ti 7.5.2. Resultados: El fenómeno se configura en un contexto sociopolítico particular, con condiciones de las carreras de la salud, en un paradigma científico hegemónico. Antecedentes causales: falta de delimitación del objeto de estudio, sus dimensiones y concepciones curriculares. Estrategias de acción: diseño de objetivos, organización de contenidos, metodologías de enseñanza y evaluación, habilidades del docente. Factores intervinientes: rol docente, funcionamiento curricular, características de la disciplina, clima educativo. Consecuencias: positivas y negativas en diseños curriculares, progresión de los aprendizajes y consciencia didáctica. Conclusión: Los resultados obtenidos evidencian la necesidad de reflexionar acerca de la educación médica, ya que permiten discutir la naturaleza científica y didáctica de las carreras de salud en Chile

Introduction: The study of didactics in Health Sciences has been approached mainly through innovations in teaching and evaluation methodologies. However, there has not been a theoretical-empirical discussion on the nature of the didactics that constitute the various disciplines in the area of health. Subjects and methods: Qualitative study, based on the Grounded Theory. Thirty-one teachers from six health sciences courses participated and were selected according to the criteria of maximum variation. Teachers were contacted in person after the informed consent process. Semi-structured interviews and researchers-designed focus groups were conducted. The analysis plan was carried out from the constant comparison method up to the selective coding level, using the Caqdas Atlas-ti 7.5.2. Results: The phenomenon is configured in a particular socio-political context, with conditions of health careers, in a hegemonic scientific paradigm. Causal background: lack of delimitation of the object of study, its dimensions and curricular conceptions. Action strategies: design of objectives, organization of contents, teaching and evaluation methodologies, teacher skills. Intervening factors: Teaching role, curricular functioning, characteristics of the discipline, educational climate. Consequences: positive and negative in curricular design, progression of learning, didactic awareness. Conclusion: The results obtained show the need to reflect on medical education, since they allow us to discuss the scientific and didactic nature of health careers in Chile

[Medical education and cultural diversity in Chile. A pending dialogue]. / Educación médica y diversidad cultural en Chile. Un diálogo pendiente.

Medical education in Chile has a good research productivity. National educators are skilled in complex curricular design processes and in didactic innovation. However, the question of what it means to be doctor in a society that moves towards interculturality, has not been addressed thoroughly. Using the structure of a clinical record, we outline our critical view about the relationship between medical education and diversity. To describe the medical history, we refer to some variables of the training process such as the Hegemonic Model of Medicine, the epistemological beliefs of the students, the hidden curriculum and the educational environment. Then, the empirical evidence of the clinical picture, diagnosis and internationally recommended treatment is described, to end with a local therapeutic proposal.

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)

Educación médica y diversidad cultural en Chile: un diálogo pendiente / Medical education and cultural diversity in Chile: a pending dialogue

Medical education in Chile has a good research productivity. National educators are skilled in complex curricular design processes and in didactic innovation. However, the question of what it means to be doctor in a society that moves towards interculturality, has not been addressed thoroughly. Using the structure of a clinical record, we outline our critical view about the relationship between medical education and diversity. To describe the medical history, we refer to some variables of the training process such as the Hegemonic Model of Medicine, the epistemological beliefs of the students, the hidden curriculum and the educational environment. Then, the empirical evidence of the clinical picture, diagnosis and internationally recommended treatment is described, to end with a local therapeutic proposal.