Browsing by Autor "Jorge Tricio"

Now showing 1 - 6 of 6

Dataset 1. Data file and data dictionary.tab
(Harvard University, 2019) César Orsini; Jorge Tricio; Doris Tapia; Cristina Segura
:unav
How dental students’ course experiences and satisfaction of their basic psychological needs influence passion for studying in ChileJeehp Dataverse
(Harvard University, 2019) César Orsini; Jorge Tricio; Doris Tapia; Cristina Segura
A correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935 undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process Questionnaire.
Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021
(Harvard University, 2021) César Orsini; Veena Rodrigues; Jorge Tricio
This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both courses’ programs/handbooks can be found in Supplements 1 and 2.
Supple 1. Spanish versions of the scales.pdf
(Harvard University, 2019) César Orsini; Jorge Tricio; Doris Tapia; Cristina Segura
:unav
Validation of the Spanish version of the Sense of Social and Academic Fit (SSF) Scale in Chilean undergraduate students and its association with academic, psychological, and socio- demographic variables
(Research Square (United States), 2024) Jorge Gaete; Bernardita Tornero; Marcela Cárcamo; Jorge Tricio; Cristian A. Rojas‐Barahona; Ricardo Araya
<title>Abstract</title> The global expansion of higher education has led to an increased enrollment of first-generation students, presenting opportunities and challenges for institutions. Despite efforts to support these students, they often face lower graduation rates and higher dropout rates. Among the factors influencing student success, the sense of belonging has emerged as a critical determinant. This study reports the validation of the Spanish version of the Sense of Social and Academic Fit (SSF) scale in the context of a private university in Santiago, Chile, with a predominantly first-year student sample. The psychometric evaluations of the scale included: (i) factor structure, (ii) internal consistency, and (iii) association with several individual (e.g., history of academic achievement in high school, grit, self-control, motives for attending college) and contextual factors (e.g., parents´ education background, attendance to private, subsidized and state schools, financing higher education). Results indicated a multifactor structure, with three underlying factors identified as a Sense of belonging, a Sense of educational alienation, and a Sense of affinity. Internal consistency for all subscales and the total scale was good. Association analyses found that private school dependency was positively associated with the SSF total score, and the extrinsic self-oriented motives subscale was negatively associated with the SSF total score. This study contributes to the literature by examining the psychometric properties of the Spanish version of the SSF scale in a Latin American context.
What influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90
(Taylor & Francis, 2024) César Orsini; Rintarō Imafuku; Barbara Jennings; Adam Neufeld; Jorge Tricio; Rashmi A. Kusurkar
Results from this study have important implications for the development of contextual strategies to optimise learning/work environments and maximise autonomous reasons to teach, enhancing clinical educators' job satisfaction and retention.