Browsing by Author "Benaglio, Carla"
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Item Desarrollo y validación de encuesta de percepción del portafolio en estudiantes de medicina de pregrado(2011) Riquelme, Arnoldo; Méndez, Benjamín; De La Fuente, Paloma; Padilla, Oslando; Benaglio, Carla; Sirhan, Marisol; Labarca, JaimeBackground: Portfolio is an innovative instrument that promotes reflection, creativity and professionalism among students. Aitn: To describe the development and validation process of a questionnaire to evalúate the use of portfolio in undergraduate medical students. Material andMethods: Focus groups with students and teachers were employed to identify aspects related with portfolio in undergraduate teaching. The Delphi technique was used to prioritize relevant aspects and construct the questionnaire. The validated questionnaire, consistingin 43 Ítems and 6factors, was appliedto 97students (response rote of99.9%) in2007and 100students (99.2%) in 2008. Each question had to be answered using a Likert scale,from 0 (completely disagree) to 4 (completely agree) The validity and reliability of the questionnaire was evaluated. Results: The questionnaire showed a high reliability (Cronbach alpha = 0.9). The mean total scores obtained in 2007 and 2008 were 106.2 ± 21.2 (61.7% ofthe maximal obtainable score) and 104.6 ± 34.0 (60.8% ofthe maximal obtainable score), respectively No significant differences were seen in the analysis by factors. Changes in portfolio during 2008 showed differences in Ítems related with organization, evaluation and regulation. Conclusions: The questionnaire is a valid and highly reliable instrument, measuringperceptions about the portfolio by undergraduate medical students. The students perceived an improvement in their creativity and professionalism as one ofthe strengths of portfolio. The weaknesses identified during the implementation process helped us to focus changes in organization and evaluation to improve the portfolio as a dynamic processItem Development and validation of a questionnaire on perception of portfolio by undergraduatemedical students(2011) Riquelme, Arnoldo; Méndez, Benjamín; Fuente, Paloma de la; Padilla, Oslando; Benaglio, Carla; Sirhan, Marisol; Labarca, JaimeBackground: Portfolio is an innovative instrument that promotes reflection, creativity and professionalism among students. Aim: To describe the development and validation process of a questionnaire to evaluate the use of portfolio in undergraduate medical students. Material and Methods: Focus groups with students and teachers were employed to identify aspects related with portfolio in undergraduate teaching. The Delphi technique was used to prioritize relevant aspects and construct the questionnaire. The validated questionnaire, consisting in 43 items and 6 factors, was applied to 97 students (response rate of 99.9%) in 2007 and 100 students (99.2%) in 2008. Each question had to be answered using a Likert scale, from 0 (completely disagree) to 4 (completely agree) The validity and reliability of the questionnaire was evaluated. Results: The questionnaire showed a high reliability (Cronbach alpha = 0.9). The mean total scores obtained in 2007 and 2008 were 106.2 +/- 21.2 (61.7% of the maximal obtainable score) and 104.6 +/- 34.0 (60.8% of the maximal obtainable score), respectively. No significant differences were seen in the analysis by factors. Changes in portfolio during 2008 showed differences in items related with organization, evaluation and regulation. Conclusions: The questionnaire is a valid and highly reliable instrument, measuring perceptions about the portfolio by undergraduate medical students. The students perceived an improvement in their creativity and professionalism as one of the strengths of portfolio. The weaknesses identified during the implementation process helped us to focus changes in organization and evaluation to improve the portfolio as a dynamic process. (Rev Med Chile 2011; 139: 45-53).Item Lo strumento italiano di misurazione della qualità dell’apprendimento clinico degli studenti infermieri(Il Pensiero Scientifico Editore, 2017) Palese, Alvisa; Grassetti, Luca; Mansutti, Irene; Destrebecq, Anne; Terzoni, Stefano; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Benaglio, Carla; Dal Ponte, Adriana; De Biasio, Laura; Dimonte, Valerio; Gambacorti, Benedetta; Fascì, Adriana; Grosso, Silvia; Mantovan, Franco; Marognolli, Oliva; Montalti, Sandra; Nicotera, Raffaela; Randon, Giulia; Stampfl, Brigitte; Tollini, Morena; Canzan, Federica; Saiani, Luisa; Zannini, LuciaINTRODUCTION: The Italian nursing programs, the need to introduce tools evaluating the quality of the clinical learning as perceived by nursing students. Several tools already exist, however, several limitations suggesting the need to develop a new tool. AIM: A national project aimed at developing and validating a new instrument capable of measuring the clinical learning quality as experience by nursing students. METHODS: A validation study design was undertaken from 2015 to 2016. All nursing national programs (n=43) were invited to participate by including all nursing students attending regularly their clinical learning. The tool developed based upon a) literature, b) validated tools already established among other healthcare professionals, and c) consensus expressed by experts and nursing students, was administered to the eligible students. RESULTS: 9606 nursing in 27 universities (62.8%) participated. The psychometric properties of the new instrument ranged from good to excellent. According to the findings, the tool consists in 22 items and five factors: a) quality of the tutorial strategies, b) learning opportunities; c) safety and nursing care quality; d) self-direct learning; e) quality of the learning environment. CONCLUSIONS: The tool is already used. Its systematic adoption may support comparison among settings and across different programs; moreover, the tool may also support in accrediting new settings as well as in measuring the effects of strategies aimed at improving the quality of the clinical learning.Item Medicina Basada en Evidencia: ¿podemos confiar en los resultados de los estudios clínicos aleatorizados bien diseñados?(2014) Maturana, Andrés; Benaglio, CarlaLa Medicina Basada en Evidencia es una propuesta que asiste en la toma de decisiones clínicas integrando la información críticamente analizada con los valores y preferencias del paciente en el contexto clínico existente. Un concepto fundamental en este paradigma es la jerarquización de la información. El estudio clínico aleatorizado es reconocido como uno de los diseños metodológicos con menor probabilidad de sesgo y por ende de la más alta calidad metodológica. En este tipo de estudios se basan muchas de las recomendaciones de las guías clínicas, que son uno de los principales instrumentos que utiliza la medicina basada en evidencia para transferir la información a la práctica clínica. En esta revisión se exponen algunas de las limitaciones que pueden tener los resultados de estudios clínicos aleatorizados incluso cuando han sido bien diseñados y ejecutados. Se discute también el porqué resultados validos pueden no necesariamente ser extrapolables a la población general en este tipo de estudios. Si bien el estudio clínico aleatorizado sigue siendo uno de los mejores diseños metodológicos, se sugiere que el usuario de la información sea cuidadoso al interpretar sus resultados.Item Metodi di insegnamento clinico: una revisione della letteratura(Il Pensiero Scientifico Editore, 2017) Brugnolli, Anna; Benaglio, CarlaINTRODUCTION: The teaching process during internship requires several methods to promote the acquisition of more complex technical skills such as relational, decisional and planning abilities. OBJECTIVE: To describe effective teaching methods to promote the learning of relational, decisional and planning skills. METHODS: A literature review of the teaching methods that have proven most effective, most appreciated by students, and most frequently used in Italian nursing schools. RESULTS: Clinical teaching is a central element to transform clinical experiences during internship in professional competences. The students are gradually brought to become more independent, because they are offered opportunities to practice in real contexts, to receive feedback, to have positive role models, to become more autonomous: all elements that facilitate and potentiate learning. CONCLUSIONS: Clinical teaching should be based on a variety of methods. The students value a gradual progression both in clinical experiences and teaching strategies from more supervised methods to methods more oriented towards reflecting on clinical practice and self-directed learning.Item Strumento di Valutazione Italiano degli Ambienti di Tirocinio per gli studenti infermieri (SVIAT): protocollo di validazione(Il Pensiero Scientifico Editore, 2016) Palese, Alvisa; Destrebecq, Anne; Terzoni, Stefano; Grassetti, Luca; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Benaglio, Carla; Dalponte, Adriana; De Biasio, Laura; Dimonte, Valerio; Gambacorti, Benedetta; Fasci, Adriana; Grosso, Silvia; Mansutti, Irene; Mantovan, Franco; Marognolli, Oliva; Montalti, Sandra; Nicotera, Raffaela; Perli, Serena; Randon, Giulia; Stampfl, Brigitte; Tollini, Morena; Canzan, Federica; Zannini, Lucia; Saiani, LuisaINTRODUCTION: Nursing students obtain most of their university credits in internship environments whose quality can affect their clinical learning. Several tools are available to measure the quality of the clinical learning environment (CLE) as perceived by students: these instruments developed in other countries, were validated in Italian but do not discriminate those CLEs capable (or not) to promote significant clinical learning. AIM: To validate an instrument to measure the capability of the CLE to generate clinical learning; the secondary aim is to describe the learning environments as perceived by nursing students according to individual course site and tutorial models adopted. METHODS: The study will be developed in three phases: a) instrument development and pilot phase, b) validation of the psychometric properties of the instrument and c) description of the CLEs as perceived by the students including factors/item confirmed in the validation process. Expected outcomes. A large validation, with more than 8,000 participating students is expected; the construct under lying will be confirmed through exploratory and confirmatory factor analysis and will report high internal consistency; the instrument will report also a high test-retest and inter-rater reliability; in addition, the instrument will demonstrate predictive ability by discriminating those units able (or not) to activate effective learning processes.