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

Cuestionario de satisfacción con las capacitaciones pedagógicas: estructura factorial y fiabilidad en docentes de la salud chilenos / Satisfaction about teaching training activities questionnaire: factor structure and reliability in Chilean health faculties

INTRODUCCIÓN: La satisfacción académica se ha examinado ampliamente en estudiantes universitarios, pero hay poca evidencia de la satisfacción de los docentes con las capacitaciones en las que participan. El presente estudio propone un cuestionario de satisfacción con las capacitaciones pedagógicas, y analiza la evidencia de su validez y fiabilidad. SUJETOS Y MÉTODOS: Se encuestó a 113 docentes de programas de grado de la salud, que respondieron el cuestionario de satisfacción con las capacitaciones pedagógicas, previo consentimiento informado. Se evaluó la validez de contenido del cuestionario y se realizó un análisis factorial exploratorio para analizar su validez de constructo. Además, se evaluó su fiabilidad. RESULTADOS: El análisis de validez de contenido dejó 11 de los 15 ítems propuestos originalmente. El análisis factorial identificó un único factor en el que se reunían los 11 ítems (alfa de Cronbach = 0,954). CONCLUSIÓN: Los resultados muestran evidencia a favor de la validez y la fiabilidad del cuestionario como una medición de satisfacción global con las capacitaciones pedagógicas

INTRODUCTION: Academic satisfaction has been widely studied among university students, but there is little evidence of how teacher's satisfaction with training where they participate. The present study proposes the Pedagogical Training Satisfaction Questionnaire and analyzes evidence of its validity and reliability. SUBJECTS AND METHODS: 113 teachers of health degree programs were surveyed. They answered the Pedagogical Training Satisfaction Questionnaire, with prior informed consent. The content validity of the questionnaire was evaluated, and an exploratory factor analysis was carried out to analyze its construct validity. In addition, its reliability was evaluated. RESULTS: The content validity analysis left 11 of 15 originally proposed items. The factorial analysis identified a single factor in which the 11 items were included (Cronbach's alpha = 0.954). CONCLUSION: Results show evidence in favor of the validity and reliability of the questionnaire as a measure of global satisfaction with pedagogical training

Teleophthalmology: a strategy for timely diagnosis of sight-threatening diabetic retinopathy in primary care, Concepción, Chile.

AIM: To estimate the prevalence of diabetic retinopathy (DR) in a diabetic population of the public health system. METHODS: This non-experimental, descriptive and cross-sectional study, with no direct control over the variables analysed, was carried out by the Telemedicine Unit of the University of Concepción (TELMED) and the Family Health Centers (CESFAM) of the Health Service Concepción, Chile, among a population of 7382 diabetic patients of the public health system, from October 2014 to June 2015. Two digital images for each patient's eyes were obtained and uploaded to the TELMED tele-ophthalmology platform. The images were remotely evaluated by a retina expert ophthalmologist for diagnosis. Treatment and a referral (if required) were recommended, and an individualised report for each patient was sent to the place of origin. RESULTS: The prevalence of DR in this study was 14.9%. Of these, 48.7% had mild non-proliferative DR (NPDR), 30.8% moderate NPDR, 15.9% severe NPDR, and 4.6% proliferative DR. Of the patients with DR, 17.8% were referred for fluorescein angiography, 4.3% for panretinal photocoagulation, 1.2% for vitrectomy, and 0.4% for cataract surgery. CONCLUSION: The use of telemedicine allowed an increased screening coverage for DR in diabetic patients. The different types of DR were detected in a timely manner, decreasing waiting times due to the lack of specialists in ophthalmology in the public health system.