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Discursos de las matronas y matrones de la Provincia de Osorno sobre la pertinencia del diseño curricular de la Carrera de Obstetricia y Puericultura de la Universidad de Los Lagos
(Universidad de Chile, 2021)
El propósito de esta tesis es comprender fenómenos discursivos del ámbito profesional- universitario. El objetivo es analizar como se presenta la pertinencia del diseño curricular de la carrera de Obstetricia y Puericultura de la Universidad de los...
Estrategias didácticas en la innovación curricular de los cursos teóricos en el área de enfermería de la carrera de obstetricia y puericultura Facultad de medicina - Universidad de Chile
(Universidad de Chile, 2018)
La Facultad de Medicina de la Universidad de Chile, a partir del año 2006, inició un proceso de innovación curricular en las 8 carreras de salud que se imparten en esta casa de estudios.
La Escuela de Obstetricia y Puericultura fue una de las...
Inclusión y diversidad en el aula : experiencia de docentes de primer año de la carrera de obstetricia y puericultura, Facultad de Medicina, Universidad de Chile
(Universidad de Chile, 2021)
aproximación fenomenológico.
El grupo correspondió a once docentes de cursos de primer año de la carrera de
Obstetricia y puericultura. La información se obtuvo a través de entrevistas en profundidad,
conformando una muestra a través del muestreo intencional...
In recent years, the Universidad de Chile has designed strategies to move towards greater inclusion and equity, as a way of counteracting inequality in higher education. This brings the faculty, especially in the first years, to a complex challenge of addressing inclusion and diversity in this new heterogeneous context that is the diverse classroom. The aim of this research was to investigate the experience of academics on inclusion and diversity in the university classroom, analyzing what meanings they attribute to it, the teaching practices and the facilitators and barriers to address diversity in higher education. The study responds to a qualitative methodological design with a phenomenological approach. The group consisted of eleven professors of first year courses of the Obstetrics and Childcare career. The information was obtained through in-depth interviews, forming a sample through intentional sampling. The discourses are described in narrative mode. The results show that first year professors associate educational inclusion with non- discrimination, integration of diversity and with a right-based approach to ensure the possibility for everyone to learn, identify diverse aspects in the classroom, respect, and value diversity, however, they do not perceive themselves as having the teaching competences for educational inclusion, mainly functional diversity, and inclusive language. The teaching practice used that contributes to inclusion is small group work. The professor is identified as a key piece for inclusion in the classroom, with a human, close and empathetic teaching. But it requires teacher training for inclusion. The facilitators are the value and respect for diversity, the value of teaching, motivation, willingness, and teacher reflection. Barriers are associated with the scarce time and high academic load, the massive classroom and small number of professors, and the lack of infrastructure and spaces for universal access. A gap is identified between institutional discourse and action and the need for resources to advance inclusion in the diverse classroom. It is concluded that the inclusion of diversity in higher education requires professors training, support for the student body and a systemic organization that allows progress in effective inclusion....
In recent years, the Universidad de Chile has designed strategies to move towards greater inclusion and equity, as a way of counteracting inequality in higher education. This brings the faculty, especially in the first years, to a complex challenge of addressing inclusion and diversity in this new heterogeneous context that is the diverse classroom. The aim of this research was to investigate the experience of academics on inclusion and diversity in the university classroom, analyzing what meanings they attribute to it, the teaching practices and the facilitators and barriers to address diversity in higher education. The study responds to a qualitative methodological design with a phenomenological approach. The group consisted of eleven professors of first year courses of the Obstetrics and Childcare career. The information was obtained through in-depth interviews, forming a sample through intentional sampling. The discourses are described in narrative mode. The results show that first year professors associate educational inclusion with non- discrimination, integration of diversity and with a right-based approach to ensure the possibility for everyone to learn, identify diverse aspects in the classroom, respect, and value diversity, however, they do not perceive themselves as having the teaching competences for educational inclusion, mainly functional diversity, and inclusive language. The teaching practice used that contributes to inclusion is small group work. The professor is identified as a key piece for inclusion in the classroom, with a human, close and empathetic teaching. But it requires teacher training for inclusion. The facilitators are the value and respect for diversity, the value of teaching, motivation, willingness, and teacher reflection. Barriers are associated with the scarce time and high academic load, the massive classroom and small number of professors, and the lack of infrastructure and spaces for universal access. A gap is identified between institutional discourse and action and the need for resources to advance inclusion in the diverse classroom. It is concluded that the inclusion of diversity in higher education requires professors training, support for the student body and a systemic organization that allows progress in effective inclusion....
Simulación clínica en la formación de profesionales que asisten a gestantes en parto: scoping review
(Universidad de Chile, 2023)
Acceso de mujeres sordas y/o con discapacidad auditiva a atención con matrona en Chile
(Universidad de Chile, 2021)
Homonegatividad externalizada en estudiantes de pregrado de la Facultad de Medicina de la Universidad de Chile, 2017
(Universidad de Chile, 2017)
Cuentos de la ciudad gris y la universidad azul
(Universidad de Chile, 2015)
Control de
Gestión.
Facultad de Medicina
» Enfermería.
» Fonoaudiología.
» Kinesiología.
» Medicina.
» Nutrición y Dietética.
» Obstetricia y Puericultura.
» Tecnología Médica con menciones.
» Terapia Ocupacional.
Facultad de Artes
» Actuación...
de Gestión. » Kinesiología y Rehabilitación. » Licenciatura en Inglés conducente al título de Traductor Inglés - Castellano. » Licenciatura en Lenguaje y Comunicación. » Medicina. » Nutrición y Dietética. » Obstetricia y Puericultura con...
de Gestión. » Kinesiología y Rehabilitación. » Licenciatura en Inglés conducente al título de Traductor Inglés - Castellano. » Licenciatura en Lenguaje y Comunicación. » Medicina. » Nutrición y Dietética. » Obstetricia y Puericultura con...
Historias de la Universidad Azul
(Universidad de Chile, 2017)
Nacional, constituyéndose
como la primera del país.
ESCUELA DE OBSTETRICIA Y
PUERICULTURA - 1835
La primera del continente en
acreditarse como Centro Colaborador
de la Organización Mundial de la
Salud para desarrollar el Modelo de
Partería en América...