The article analyzes the results verified in the main disciplines (Mathematics and Spanish) in the Chilean Quality of Education Assessment System (SIMCE) in 2000 for the 8 th grade of the elementary school. Firstly, the general aspects of the results are examined, and then they are compared on the basis of the socioeconomic level of the schools. The various groups of information collected confirm that the socioeconomic variable is the determinant factor in the results, and that the school affiliation (private, public or state funded) loses importance. When checked against the cost of school fees (direct cost), the efficiency of results favors the schools that serve the more vulnerable population. In that respect, two aspects are of relevance: first, the municipal schools are efficient to the poorer layers of the population; second, at the socioeconomic levels where there is total competence (the market works), the dependence on the school is secondary, the socioeconomic level being the dominant explaining factor. Comparison of schools by socioeconomic group and affiliation eliminates an inequality factor that has effect on the performance results: the school equipment and infrastructure, if considered in a fictitious situation (equality of basic processes), favor the better equipped schools, which incorporate funding from the parents. This casts doubt on the assertion that differences intra-socioeconomic group are due to the school management variables; the evidence is compelling when the socioeconomic level is incorporated as an explaining variable.
Multiple interprofessional integrated modules (MIIM) 1 and 2 are two required, cross-curricular courses developed by a team of health professions faculty, as well as experts in education, within the Faculty of Medicine of the University of Chile. MIIM 1 focused on virtual cases requiring team decision-making in real time. MIIM 2 focused on a team-based community project. The evaluation of MIIM included student, teacher, and coordinator perspectives. To explore the perceptions of this interprofessional experience quantitative data in the form of standardised course evaluations regarding teaching methodology, interpersonal relations and the course organisation and logistics were gathered. In addition, qualitative perceptions were collected from student focus groups and meetings with tutors and coordinators. Between 2010 and 2014, 881 students enrolled in MIIM. Their evaluation scores rated interpersonal relations most highly, followed by organisation and logistics, and then teaching methodology. A key result was the learning related to interprofessional team work by the teaching coordinators, as well as the participating faculty. The strengths of this experience included student integration and construction of new knowledge, skill development in making decisions, and collective self-learning. Challenges included additional time management and tutors' role. This work requires valuation of an alternative way of learning, which is critical for the performance of future health professionals.
Articulación e integración en el currículum de formación profesional. Articulation and integration in professional education curriculum. Ana María Rojas Serey Gustavo Hawes Barrios Universidad de Chile ResumenEl trabajo presenta la problemática suscitada durante el proceso de innovación curricular en la Facultad de Medicina de la Universidad de Chile, concerniente a la integración curricular y, especialmente, de los aprendizajes. Se discuten los aspectos conceptuales y se proponen lineamientos relacionados con diferentes maneras de instalar oportunidades de integración en los mapas curriculares. Se indican ejemplos de cómo diferentes planes de formación enfrentan la problemática. Palabras clave: integración curricular -articulación curricular -logros de aprendizaje integrados AbstractThis paper presents problematic issues that stemmed from the process of curriculum innovation at the Faculty of Medicine, of the University of Chile, concerning curricular and -specially-learning integration. Conceptual aspects are discussed and action lines are proposed concerning different ways of installing integration opportunities in curricular maps. Examples are offered about how different courses of study cope with this problem. Key words: curriculum integration -curriculum articulation -integrated learning results Presentación.Las diversas iniciativas de innovación curricular, particularmente aquellas que intentan abordar el currículum de manera sistémica, deben enfrentar una cuestión fundamental y crítica: cómo articular la propuesta curricular, de manera que los cursos y los ciclos (de haberlos) presenten una relación de continuidad entre ellos,
Introduction: A prospective stroke database was implemented as part of a still-growing comprehensive stroke centre (CSC). This CSC is located within a referral public hospital (Hospital Occidente de Kennedy) in Bogota DC, Colombia , and serves 2.3 million people of mainly low economic income. During the first 7 months of the CSC (Period 1: August 1st 2014 - March 1st 2015), the neurology-lead stroke team was available from 6 am to 6 pm. Stroke patients who arrived at night were treated by emergency physicians. After period 1, the stroke team was available 24/7 (Period 2, March 2nd 2015 - July 31st 2015). Hypothesis: The presence of a stroke team 24/7, increases the monthly rate of thrombolysed patients and of activated stroke codes. Methods: Printed forms were filled for every patient who arrived with diagnosis of acute ischemic stroke (AIS) or transient ischemic attack (TIA). Data was transcribed to an electronic database (Numbers, Apple Inc.) and analyzed with SPSS Statistics version 23 (IBM Corporation). Results: During the entire year, 104 stroke codes were assessed and 39 patients were thrombolysed; 26.3% of these occurred during night shift and 73.7% in day shift. Figures are depicted in table 1. During period 2, the probability of thrombolysis during night shift increased 2.2 times and the number of non-activated stroke codes was reduced by 14.1%. Therefore, in period 2 only one patient who was a candidate for IV rtPA did not receive treatment, whereas in period 1 this happened in 4 patients. Conclusions: In our experience, the availability of a 24/7 stroke team lead by neurology doubled the amount of patients thrombolysed at night and reduced the number of stroke codes that were not activated by emergency physicians. Counterintuitively, neither the rate of monthly thrombolysis nor that of stroke codes were modified in our case. However, the evaluated periods were short and our stroke network is still in its beginnings.
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