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Escala prácticas profesionales en estudiantes universitarios de la Facultad de Ciencias de la Salud de la Universidad Católica de Temuco, Chile
Scale of professional practices in university students of the Faculty of Health Sciences of the Catholic University of Temuco, Chile
Felipe Quintano-Méndeza,b, Malva Reyesc, Pablo Carrascod, Leonor Riquelme-Segurab,e,
Autor para correspondencia
leonor.riquelme@ufrontera.cl

Autor para correspondencia.
a Centro de Excelencia en Psicología Económica y del Consumo, Universidad de la Frontera, Temuco, Chile
b Programa de Doctorado en Ciencias Sociales, Universidad de la Frontera, Temuco, Chile
c Dirección General de Docencia, Universidad Católica de Temuco, Temuco, Chile
d Facultad de Ciencias de la Salud, Universidad Católica de Temuco, Temuco, Chile
e Departamento de Trabajo Social, Universidad de la Frontera, Temuco, Chile
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    "textoCompleto" => "<span class="elsevierStyleSections"><span id="s0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0065">Introducci&#243;n</span><span id="s0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0070">Evaluaci&#243;n por competencias</span><p id="p0005" class="elsevierStylePara elsevierViewall">Ante el constante cambio en la sociedad actual y una orientaci&#243;n hacia los profesionales que sean capaces de desenvolverse en escenarios de ejercicio multidisciplinar&#44; las universidades han transitado a un modelo por competencia&#44; buscando ajustar los procesos formativos<a class="elsevierStyleCrossRef" href="#bb0005"><span class="elsevierStyleSup">1</span></a><span class="elsevierStyleSup">&#44;</span><a class="elsevierStyleCrossRef" href="#bb0010"><span class="elsevierStyleSup">2</span></a> a los nuevos requerimientos del mercado laboral<a class="elsevierStyleCrossRef" href="#bb0015"><span class="elsevierStyleSup">3</span></a>&#46; El concepto de competencia ha causado confusi&#243;n en la educaci&#243;n superior al ser considerado como sin&#243;nimo de habilidades&#44; actitudes&#44; aptitudes&#44; conocimientos u objetivos de aprendizaje<a class="elsevierStyleCrossRef" href="#bb0020"><span class="elsevierStyleSup">4</span></a>&#46;</p><p id="p0010" class="elsevierStylePara elsevierViewall">El proyecto <span class="elsevierStyleItalic">Tuning</span> define las competencias como combinaciones din&#225;micas de conocimientos&#44; habilidades y actitudes y representan aquello que&#44; las personas que cursan el programa&#44; han de ser capaces de hacer al final del mismo&#44; distinguiendo entre competencias espec&#237;ficas y gen&#233;ricas<a class="elsevierStyleCrossRef" href="#bb0025"><span class="elsevierStyleSup">5</span></a>&#46; En este sentido&#44; los conocimientos&#44; habilidades y actitudes constituir&#237;an elementos inseparables al momento de evaluar una competencia<a class="elsevierStyleCrossRef" href="#bb0020"><span class="elsevierStyleSup">4</span></a>&#46;</p><p id="p0015" class="elsevierStylePara elsevierViewall">Por otro lado&#44; las competencias tambi&#233;n son definidas como procesos complejos que las personas ponen en acci&#243;n-actuaci&#243;n-creaci&#243;n&#44; para resolver problemas y realizar actividades &#40;de la vida cotidiana y del contexto laboral-profesional&#41;&#44; aportando a la construcci&#243;n y transformaci&#243;n de la realidad&#46; Para ello&#44; integran el saber ser &#40;automotivaci&#243;n&#44; iniciativa y trabajo colaborativo con otros&#41;&#44; el saber conocer &#40;observar&#44; explicar&#44; comprender y analizar&#41; y el saber hacer &#40;desempe&#241;o basado en procedimientos y estrategias&#41;&#44; teniendo en cuenta los requerimientos espec&#237;ficos del entorno&#44; las necesidades personales y los procesos de incertidumbre&#44; con autonom&#237;a intelectual&#44; conciencia cr&#237;tica&#44; creatividad y esp&#237;ritu de reto&#44; asumiendo las consecuencias de los actos y buscando el bienestar humano<a class="elsevierStyleCrossRef" href="#bb0030"><span class="elsevierStyleSup">6</span></a>&#46;</p><p id="p0020" class="elsevierStylePara elsevierViewall">Tal como se expresa en p&#225;rrafos anteriores&#44; es posible distinguir entre competencias gen&#233;ricas y competencias espec&#237;ficas&#46; Las competencias gen&#233;ricas son un conglomerado de caracter&#237;sticas b&#225;sicas que debe poseer toda persona con tal de lograr resolver los problemas que se le presentan<a class="elsevierStyleCrossRef" href="#bb0035"><span class="elsevierStyleSup">7</span></a>&#46; De estas decantan los resultados de aprendizaje&#44; que son competencias comprobadas&#44; es decir&#44; evaluadas y que da cuenta de lo esperado dentro del proceso de aprendizaje de los estudiantes<a class="elsevierStyleCrossRef" href="#bb0040"><span class="elsevierStyleSup">8</span></a>&#46; Esto se relaciona con los planteamientos de Morales y Esc&#225;mez<a class="elsevierStyleCrossRef" href="#bb0045"><span class="elsevierStyleSup">9</span></a>&#44; quienes expresan que las competencias pueden ser sintetizadas en 6 caracter&#237;sticas&#58; aprendizajes adquiridos bajo un contexto&#44; aprendizajes complejos&#44; manifestados en desempe&#241;os&#44; evaluables&#44; poseen un enfoque hacia la transversalidad y requieren un aprendizaje a lo largo de la vida&#46;</p><p id="p0025" class="elsevierStylePara elsevierViewall">Las competencias como aprendizajes adquiridos se construyen en una interacci&#243;n entre los recursos disponibles&#44; las experiencias educativas&#44; las circunstancias de ejercitaci&#243;n y las demandas del contexto<a class="elsevierStyleCrossRef" href="#bb0050"><span class="elsevierStyleSup">10</span></a><span class="elsevierStyleSup">&#44;</span><a class="elsevierStyleCrossRef" href="#bb0055"><span class="elsevierStyleSup">11</span></a>&#59; por ende&#44; para una correcta implementaci&#243;n de un modelo por competencias&#44; se expresa la necesidad de un cuerpo docente que sea capaz de implementar y fomentar el desarrollo de las competencias declaradas dentro de un perfil de egreso profesional<a class="elsevierStyleCrossRef" href="#bb0060"><span class="elsevierStyleSup">12</span></a>&#46;</p><p id="p0030" class="elsevierStylePara elsevierViewall">Un ejemplo de esto&#44; se plasma en el art&#237;culo publicado por Beca et al&#46;<a class="elsevierStyleCrossRef" href="#bb0065"><span class="elsevierStyleSup">13</span></a>&#44; donde docentes de la carrera de derecho dise&#241;an un modelo de evaluaci&#243;n del examen final de grado&#44; considerando las competencias espec&#237;ficas&#46; Un caso particular al contexto del &#225;rea de la salud es posible de observar en Creps et al&#46;<a class="elsevierStyleCrossRef" href="#bb0070"><span class="elsevierStyleSup">14</span></a>&#44; quienes realizan una evaluaci&#243;n cl&#237;nica objetiva estructurada como forma de seguimiento del perfil profesional de los estudiantes de la carrera de Nutrici&#243;n y Diet&#233;tica de la Universidad Cat&#243;lica de Temuco &#40;UCT&#41;&#44; con un foco particular en las competencias declaradas en el perfil profesional&#46; Los autores expresan que las evaluaciones ECOE &#40;Evaluaci&#243;n Cl&#237;nica Objetiva Estructurada&#41; son m&#225;s complejas para los estudiantes&#44; al considerar una mayor movilizaci&#243;n de conocimientos y experiencias&#46; Por tanto&#44; se establece una necesaria revisi&#243;n de los procesos curriculares dentro del itinerario formativo a nivel micro y meso&#46;</p></span><span id="s0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0075">Evaluaci&#243;n de competencias en pr&#225;cticas profesionales</span><p id="p0035" class="elsevierStylePara elsevierViewall">En el contexto de pr&#225;cticas profesionales&#44; se puede observar el despliegue de un mayor n&#250;mero de competencias profesionales y&#44; con ello&#44; una mayor facilidad en la evaluaci&#243;n al evidenciar de manera concreta la ejecuci&#243;n de las competencias<a class="elsevierStyleCrossRef" href="#bb0075"><span class="elsevierStyleSup">15</span></a>&#46; Creps et al&#46;<a class="elsevierStyleCrossRef" href="#bb0075"><span class="elsevierStyleSup">15</span></a> expresan que la forma m&#225;s apropiada de evaluaci&#243;n de las competencias gen&#233;ricas y espec&#237;ficas&#44; dentro del marco del Modelo Educativo de la UCT&#44; es la evaluaci&#243;n aut&#233;ntica&#46; Los autores indican que esta permite la evaluaci&#243;n por medio de tareas del mundo real&#44; donde el contexto es realista&#44; permitiendo conjugar conocimiento&#44; habilidades&#44; desempe&#241;os creativos y cognitivos&#46;</p><p id="p0040" class="elsevierStylePara elsevierViewall">Considerando lo anterior&#44; la evaluaci&#243;n y la monitorizaci&#243;n de las pr&#225;cticas profesionales en el &#225;rea de salud&#44; deben responder a un calce entre los procesos formativos&#44; m&#233;todos de ense&#241;anza y aprendizaje y evaluaciones&#44; que permitan centrarse en el saber ser&#44; saber conocer y saber hacer<a class="elsevierStyleCrossRef" href="#bb0080"><span class="elsevierStyleSup">16</span></a><span class="elsevierStyleSup">&#44;</span><a class="elsevierStyleCrossRef" href="#bb0085"><span class="elsevierStyleSup">17</span></a>&#46; No obstante a lo anterior&#44; las pr&#225;cticas profesionales en el &#225;rea de salud poseen particularidades propias a su contexto<a class="elsevierStyleCrossRef" href="#bb0090"><span class="elsevierStyleSup">18</span></a>&#46; Ante esto Machuca et al&#46; <a class="elsevierStyleCrossRef" href="#bb0095"><span class="elsevierStyleSup">19</span></a> indican que los centros de pr&#225;cticas son escasos y&#44; a su vez&#44; la interacci&#243;n con las personas es limitada&#44; debido a que se han relevado los derechos de los pacientes&#46;</p><p id="p0045" class="elsevierStylePara elsevierViewall">Desde el &#225;rea disciplinar de la kinesiolog&#237;a&#44; diversos autores concuerdan en la necesidad de desarrollar competencias gen&#233;ricas como el trabajo en equipo&#44; la comunicaci&#243;n y el pensamiento cr&#237;tico<a class="elsevierStyleCrossRef" href="#bb0100"><span class="elsevierStyleSup">20</span></a>&#44; combinando entre competencias espec&#237;ficas y gen&#233;ricas<a class="elsevierStyleCrossRef" href="#bb0105"><span class="elsevierStyleSup">21</span></a>&#46; No obstante a lo anterior&#44; las evaluaciones no se condicen con los procesos de ense&#241;anza&#44; donde Reyes-Garc&#237;a et al&#46;<a class="elsevierStyleCrossRef" href="#bb0075"><span class="elsevierStyleSup">15</span></a> arguyen que el modelo de evaluaci&#243;n de las pr&#225;cticas profesionales se basa en acciones tradicionales&#44; centradas en la evaluaci&#243;n y recurriendo al examen como instrumento central&#46; Con esto&#44; los docentes reconocen que las evaluaciones de las pr&#225;cticas no son adecuadas&#44; ya que los estudiantes no reciben la informaci&#243;n necesaria sobre los elementos a evaluar&#44; existiendo una escasa coordinaci&#243;n con los tutores&#44; lo que condiciona una retroalimentaci&#243;n oportuna a lo largo del per&#237;odo acad&#233;mico&#46; Conjunto a lo anterior&#44; los instrumentos de evaluaci&#243;n se caracterizan por la falta de unificaci&#243;n de criterios y definiciones al asignar distintos significados a los criterios de evaluaci&#243;n&#44; siendo ambiguos y confusos para los estudiantes<a class="elsevierStyleCrossRef" href="#bb0075"><span class="elsevierStyleSup">15</span></a>&#46;</p></span><span id="s0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0080">Instrumentos de medici&#243;n</span><p id="p0050" class="elsevierStylePara elsevierViewall">Las pr&#225;cticas profesionales se posicionan como una experiencia valiosa para establecer directrices en la generaci&#243;n de un instrumento de evaluaci&#243;n con miras en la literatura actual sobre los procesos de ense&#241;anza aprendizaje<a class="elsevierStyleCrossRef" href="#bb0110"><span class="elsevierStyleSup">22</span></a>&#46; El estudio realizado por Hebles et al&#46;<a class="elsevierStyleCrossRef" href="#bb0115"><span class="elsevierStyleSup">23</span></a> plantea como objetivo el dise&#241;o y la aplicaci&#243;n de la escala de evaluaci&#243;n &#40;EEA&#41; a los estudiantes de la Universidad Cat&#243;lica de la Sant&#237;sima Concepci&#243;n&#46; En este caso&#44; la muestra estuvo compuesta por 1&#46;205 estudiantes de diversas carreras de la universidad&#46; Como base te&#243;rica&#44; se consideraron los postulados de Carless<a class="elsevierStyleCrossRef" href="#bb0120"><span class="elsevierStyleSup">24</span></a>&#44; sobre la evaluaci&#243;n orientada al aprendizaje&#44; donde la revisi&#243;n de la literatura determin&#243; 9 dimensiones&#58; objetivos de la evaluaci&#243;n&#44; sistematizaci&#243;n para obtener informaci&#243;n&#44; utilizaci&#243;n de los resultados de la evaluaci&#243;n&#44; articulaci&#243;n entre objetivos y la evaluaci&#243;n&#44; periodicidad de la evaluaci&#243;n&#44; evaluaci&#243;n diagn&#243;stica&#44; planificaci&#243;n evaluativa&#44; efectividad de la evaluaci&#243;n y retroalimentaci&#243;n&#46; Posteriormente&#44; procedieron al dise&#241;o de &#237;tems y a la consulta de docentes expertos&#44; quienes indicaron recomendaciones en la redacci&#243;n&#44; distribuci&#243;n de los &#237;tems&#44; eliminaci&#243;n y generaci&#243;n de dimensiones&#46; Como resultado se obtuvo un total de 27 &#237;tems divididos en 9 dimensiones&#58; coherencia entre objetivos de aprendizaje y evaluaci&#243;n&#44; cobertura&#44; utilizaci&#243;n de los resultados&#44; planificaci&#243;n&#44; contenidos&#44; sistematizaci&#243;n&#44; agentes&#44; retroalimentaci&#243;n y momentos&#46; Finalmente&#44; para la evaluaci&#243;n de la estructura se utiliza el an&#225;lisis SEM&#46;</p><p id="p0055" class="elsevierStylePara elsevierViewall">Producto a lo anterior&#44; es importante contar con un instrumento que permita la medici&#243;n confiable de las percepciones sobre la pr&#225;ctica profesional en el &#225;rea de las ciencias de la salud y que considere aspectos curriculares en el marco del modelo por competencias&#46; Bajo lo anterior&#44; el objetivo de la presente investigaci&#243;n es de dise&#241;ar y explorar las propiedades psicom&#233;tricas de la escala de percepciones sobre la pr&#225;ctica profesional de docentes y estudiantes de la Facultad de Ciencias de la Salud de la UCT&#46;</p></span></span><span id="s0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0085">M&#233;todo</span><span id="s0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0090">Dise&#241;o</span><p id="p0060" class="elsevierStylePara elsevierViewall">La presente investigaci&#243;n presenta un dise&#241;o transversal no experimental con un alcance descriptivo<a class="elsevierStyleCrossRef" href="#bb0125"><span class="elsevierStyleSup">25</span></a>&#46; En efecto&#44; esto se basa al establecer un marco conceptual previo bajo una escala no medida con anterioridad&#44; por lo cual se desconoce el comportamiento de los &#237;tems&#46;</p></span><span id="s0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0095">Participantes</span><p id="p0065" class="elsevierStylePara elsevierViewall">Los participantes son docentes cl&#237;nicos&#44; supervisores y gestores que cuentan&#44; al momento de la aplicaci&#243;n del instrumento&#44; con al menos un estudiante a cargo en pr&#225;ctica profesional de las carreras de la Facultad de Ciencias de la Salud de la UCT&#46; Lo anterior da un total de 127 personas&#44; las cuales se dividen de acuerdo a las siguientes carreras&#58; Fonoaudiolog&#237;a &#40;35&#44;4&#37;&#41;&#44; Kinesiolog&#237;a &#40;18&#44;1&#37;&#41;&#44; Nutrici&#243;n y Diet&#233;tica &#40;15&#37;&#41;&#44; Psicolog&#237;a &#40;3&#44;9&#37;&#41;&#44; Tecnolog&#237;a M&#233;dica &#40;0&#44;8&#37;&#41; y Terapia Ocupacional &#40;26&#44;8&#37;&#41;&#46;</p></span><span id="s0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0100">Instrumento</span><p id="p0070" class="elsevierStylePara elsevierViewall">Para la medici&#243;n de las percepciones de los docentes cl&#237;nicos&#44; supervisores y gestores&#44; se gener&#243; un instrumento compuesto por 17 &#237;tems que van de 1 &#61; no logrado a 4 &#61; totalmente logrado&#46; A su vez&#44; contiene una pregunta abierta para comentarios y sugerencias&#46; Los &#237;tems fueron divididos en 2 grandes dimensiones&#46; La primera hace alusi&#243;n a las competencias gen&#233;ricas&#44; las cuales son trabajo colaborativo e interculturalidad&#46; En la segunda dimensi&#243;n se encuentran las competencias espec&#237;ficas&#44; como gesti&#243;n&#44; evaluaci&#243;n e intervenci&#243;n&#46; A continuaci&#243;n&#44; se presentan los &#237;tems del instrumento&#46; Los &#237;tems se describen a continuaci&#243;n en la <a class="elsevierStyleCrossRef" href="#t0005">tabla 1</a>&#46;</p><elsevierMultimedia ident="t0005"></elsevierMultimedia><p id="p0075" class="elsevierStylePara elsevierViewall">El instrumento fue elaborado integrando distintas competencias transversales de la facultad&#46; Para la generaci&#243;n de los &#237;tems de la escala de medici&#243;n y&#44; con ellos&#44; la diferenciaci&#243;n de acuerdo a las variables latentes y observables&#44; se procedi&#243; a esquematizar las relaciones te&#243;ricas aportadas por la literatura ya existente<a class="elsevierStyleCrossRef" href="#bb0130"><span class="elsevierStyleSup">26</span></a>&#46; Un primer bosquejo fue presentado a un grupo de expertos de la UCT&#44; compuesto por docentes de la Facultad de Ciencias de la Salud y profesionales de la Direcci&#243;n General de Docencia&#46; A partir de ello&#44; se generaron ajustes en la redacci&#243;n de los &#237;tems y la revisi&#243;n de las dimensiones&#46; Para resguardar el calce entre la escala de medici&#243;n y el modelo por competencias&#44; los asesores pedag&#243;gicos indicaron cambios para dar cuenta del logro de competencias&#44; lo cual se tradujo en el significado de cada puntuaci&#243;n&#44; conformando una escala compuesta por un total de 17 &#237;tems y 2 dimensiones&#46; Se presenta un alpha de Crombach de 0&#44;906 para la primera dimensi&#243;n y de 0&#44;904 para la segunda dimensi&#243;n&#46; El instrumento presenta un alpha de Crombach de 0&#44;896&#46;</p></span><span id="s0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0105">Procedimiento</span><p id="p0080" class="elsevierStylePara elsevierViewall">El instrumento fue ingresado a la plataforma digital de Google Forms&#174;&#46; A ra&#237;z de esto&#44; se procedi&#243; a generar un link para cada actor de acuerdo a cada carrera de la Facultad de Ciencias de la Salud&#46; Una vez obtenido lo anterior&#44; se enviaron los links a la decanatura con tal de su aprobaci&#243;n para ser enviados a las distintas personas como unidades de informaci&#243;n&#46; La aplicaci&#243;n fue realizada entre el 10 y el 17 de mayo del a&#241;o 2022&#46; El instrumento de recolecci&#243;n de informaci&#243;n consider&#243; alrededor de unos 10 a 12 minutos para ser completado&#46;</p></span><span id="s0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0110">Aspectos &#233;ticos</span><p id="p0085" class="elsevierStylePara elsevierViewall">Dentro de los aspectos &#233;ticos se estableci&#243; el anonimato de participantes&#46; Se consider&#243; consentimiento previo que indicaba que toda informaci&#243;n ser&#225; utilizada con fines cient&#237;ficos&#44; siendo estos divulgados de manera gen&#233;rica&#44; ya sea en publicaciones cient&#237;ficas&#44; informes o congresos&#46; Del mismo modo&#44; se indic&#243; que los y las encuestadas estaban en total libertad de abandonar el instrumento en el momento que considerar&#225;n indicado&#44; sin que esto tuviese cualquier tipo de sanci&#243;n sobre el o la estudiante&#46;</p></span><span id="s0055" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0115">Procesamiento de la informaci&#243;n</span><p id="p0090" class="elsevierStylePara elsevierViewall">Una vez recolectados los datos&#44; estos fueron ingresados al software IBM SPSS v&#46;19&#46; La primera operaci&#243;n consisti&#243; en la depuraci&#243;n de la base de datos por medio de la identificaci&#243;n de los casos at&#237;picos a trav&#233;s del puntaje zpara <span class="elsevierStyleItalic">outliers</span> univariantes&#46; Para los casos at&#237;picos multivariantes se recurri&#243; a la distancia de Mahalanobis<a class="elsevierStyleCrossRef" href="#bb0135"><span class="elsevierStyleSup">27</span></a>&#46; Para identificar la estructura interna de la escala de evaluaci&#243;n de pr&#225;ctica profesional de la facultad de ciencias de la salud&#44; se procedi&#243; a realizar un an&#225;lisis factorial exploratorio con una rotaci&#243;n oblicua&#44; considerando las variables como polic&#243;nicas y el an&#225;lisis paralelo para la identificaci&#243;n de factores<a class="elsevierStyleCrossRef" href="#bb0140"><span class="elsevierStyleSup">28</span></a>&#46; Esto fue realizado en el programa FACTOR&#46;</p></span></span><span id="s0060" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0120">Resultados</span><span id="s0065" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0125">Estad&#237;sticos descriptivos</span><p id="p0095" class="elsevierStylePara elsevierViewall">La <a class="elsevierStyleCrossRef" href="#t0010">tabla 2</a>&#44; de estad&#237;sticos descriptivos&#44; da cuenta del comportamiento de los &#237;tems&#44; evidenciando una baja dispersi&#243;n de los datos y con una clara tendencia hacia los puntajes de mayor logro de la competencia evaluada&#46;</p><elsevierMultimedia ident="t0010"></elsevierMultimedia><p id="p0100" class="elsevierStylePara elsevierViewall">En lo que respecta a las correlaciones&#44; los &#237;tems no poseen correlaciones altas&#44; las preguntas del instrumento no son redundantes entre s&#237;&#44; por lo cual&#44; esto demuestra que cada &#237;tem est&#225; aportando de manera diferenciada en la medici&#243;n del constructo&#46;</p><p id="p0105" class="elsevierStylePara elsevierViewall">Del mismo modo&#44; se aprecia que las correlaciones m&#225;s altas se establecen dentro de la misma dimensi&#243;n y&#44; cuando se mide con otra dimensi&#243;n&#44; esta disminuye&#44; lo que puede indicar que ambas dimensiones son excluyentes entre s&#237;&#44; dando sentido a la construcci&#243;n te&#243;rica de una dimensi&#243;n para competencias gen&#233;ricas y otra para competencias espec&#237;ficas&#46; Esto queda en evidencia en la <a class="elsevierStyleCrossRef" href="#t0015">tabla 3</a>&#46;</p><elsevierMultimedia ident="t0015"></elsevierMultimedia></span><span id="s0070" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0130">Propiedades psicom&#233;tricas</span><p id="p0110" class="elsevierStylePara elsevierViewall">El an&#225;lisis factorial exploratorio da cuenta de 2 dimensiones divididas entre las competencias gen&#233;ricas y espec&#237;ficas para los 17 &#237;tems del instrumento dise&#241;ado&#46; El modelo demuestra adecuados &#237;ndices para la reducci&#243;n de las dimensiones&#44; ya que establece un KMO superior a 0&#44;8 y un modelo estad&#237;sticamente significativo a trav&#233;s de la prueba de esfericidad &#40;KMO &#61; 0&#44;912&#59; p &#60; 0&#44;00001&#41;&#46; A su vez&#44; se establecen 2 dimensiones que componen el 67&#37; de la variabilidad de los datos distribuidas seg&#250;n muestra la <a class="elsevierStyleCrossRef" href="#t0020">tabla 4</a> y la <a class="elsevierStyleCrossRef" href="#f0005">fig&#46; 1</a>&#46;</p><elsevierMultimedia ident="t0020"></elsevierMultimedia><elsevierMultimedia ident="f0005"></elsevierMultimedia></span></span><span id="s0075" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0135">Discusi&#243;n</span><p id="p0115" class="elsevierStylePara elsevierViewall">La presente investigaci&#243;n posee por finalidad dise&#241;ar y explorar las propiedades psicom&#233;tricas de la escala de percepciones sobre la pr&#225;ctica profesional de los docentes y los estudiantes de la Facultad de Ciencias de la Salud de la UCT&#46; Para responder a lo anterior&#44; se dise&#241;&#243; y valid&#243; una escala de evaluaci&#243;n con pertinencia al modelo educativo por competencia y al perfil de egreso de las distintas carreras que componen la facultad&#46;</p><p id="p0120" class="elsevierStylePara elsevierViewall">Lo anterior es planteado por autores que dan cuenta de la necesidad de poseer instrumentos que midan las competencias en contexto de pr&#225;ctica profesional<a class="elsevierStyleCrossRef" href="#bb0110"><span class="elsevierStyleSup">22</span></a> y que se ajusten a los modelos educativos universitarios<a class="elsevierStyleCrossRef" href="#bb0005"><span class="elsevierStyleSup">1</span></a><span class="elsevierStyleSup">&#44;</span><a class="elsevierStyleCrossRef" href="#bb0010"><span class="elsevierStyleSup">2</span></a>&#44; perfiles de egresos&#44; contexto laboral<a class="elsevierStyleCrossRefs" href="#bb0050"><span class="elsevierStyleSup">10&#44;11</span></a> y a una ense&#241;anza centrada en el estudiante&#44; considerando el saber hacer&#44; saber ser y saber conocer<a class="elsevierStyleCrossRef" href="#bb0030"><span class="elsevierStyleSup">6</span></a>&#46;</p><p id="p0125" class="elsevierStylePara elsevierViewall">En lo que respecta a las propiedades psicom&#233;tricas de la escala propuesta&#44; se evidencia que el instrumento posee adecuados &#237;ndices que permiten mostrar que es v&#225;lido y confiable en la medici&#243;n de las pr&#225;cticas profesionales en torno a las competencias transversales presentes dentro de la Facultad de Ciencias de la Salud de la UCT&#46; En este sentido&#44; se est&#225; en posesi&#243;n de una escala de medici&#243;n que permitir&#237;a dar cuenta del nivel de logro de las competencias gen&#233;ricas y espec&#237;ficas<a class="elsevierStyleCrossRef" href="#bb0025"><span class="elsevierStyleSup">5</span></a> con &#233;nfasis en el modelo educativo por competencias y el perfil de egreso de las distintas carreras de la facultad&#46;</p><p id="p0130" class="elsevierStylePara elsevierViewall">El an&#225;lisis factorial exploratorio da cuenta de 2 dimensiones que concuerdan con la construcci&#243;n te&#243;rica del instrumento&#44; es decir&#44; el an&#225;lisis distingue como variable latente entre competencias gen&#233;ricas y competencias espec&#237;ficas&#91;<a class="elsevierStyleCrossRef" href="#bb0025">5</a>&#93;&#46; Como limitaciones identificamos la utilizaci&#243;n de una muestra no probabil&#237;stica&#44; por lo que no ser&#237;a posible generalizar sus resultados&#44; como la obtenci&#243;n de los datos del estudio mediante auto reporte&#44; por lo que las respuestas dadas en el instrumento podr&#237;an haberse visto influenciadas por la deseabilidad social&#46;</p><p id="p0135" class="elsevierStylePara elsevierViewall">Adicionalmente&#44; se considera que&#44; al ser un instrumento sin mediciones anteriores&#44; es necesario realizar nuevos testeos que permitan validar la escala y su aplicabilidad en el tiempo y en distintas poblaciones&#46; Del mismo modo&#44; dependiendo de la tendencia de cada universidad&#44; la carrera de Psicolog&#237;a puede ser considerada como carrera del &#225;rea de ciencias de la salud o de ciencias sociales&#44; por lo cual&#44; esto mismo puede afectar los resultados&#46; Ante esto&#44; nuevas investigaciones pueden estar enfocadas en medir las propiedades de la escala considerando la diversidad de carreras en el &#225;rea de ciencia de la salud y&#44; a su vez&#44; ante modelos educativos por competencias&#46;</p><p id="p0140" class="elsevierStylePara elsevierViewall">Finalmente&#44; es importante precisar que los puntajes obtenidos se posicionan dentro de los valores mayores del instrumento&#44; evidenciando un alto nivel de logro de las competencias medidas y que a su vez&#44; el instrumento present&#243; adecuadas propiedades psicom&#233;tricas&#44; por lo cual&#44; se cuenta con una herramienta que tributa a mejorar en la homogeneizaci&#243;n y mediaci&#243;n de las pr&#225;cticas profesionales dentro de un modelo por competencias&#46;</p></span><span id="s0090" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0150">Responsabilidades &#233;ticas</span><p id="p0155" class="elsevierStylePara elsevierViewall">Esta investigaci&#243;n fue realizada con el consentimiento informado de los y las estudiantes de la Facultad de Salud de la Universidad Cat&#243;lica de Temuco y aprobado por la Direcci&#243;n General de Docencia de la misma universidad&#46;</p></span><span id="s0080" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0140">Financiaci&#243;n</span><p id="p0145" class="elsevierStylePara elsevierViewall">Proyecto FU UCT2099 &#171;Sistema de evaluaci&#243;n para el aprendizaje de la Universidad Cat&#243;lica de Temuco que asegure el &#233;xito de las trayectorias acad&#233;micas de los y las estudiantes&#187; y Agencia Nacional de Investigaci&#243;n y Desarrollo &#40;ANID&#41; &#171;Programa de Becas&#47;DOCTORADO BECAS CHILE&#47;2020-21200848&#187;</p></span><span id="s0085" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0145">Conflicto de intereses</span><p id="p0150" class="elsevierStylePara elsevierViewall">Ninguno&#46;</p></span></span>"
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          "titulo" => "Discusi&#243;n"
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        8 => array:2 [
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          "titulo" => "Responsabilidades &#233;ticas"
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          "titulo" => "Financiaci&#243;n"
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          "titulo" => "Conflicto de intereses"
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          "titulo" => "Bibliograf&#237;a"
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    "fechaRecibido" => "2023-05-02"
    "fechaAceptado" => "2023-06-27"
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          "identificador" => "xpalclavsec1750185"
          "palabras" => array:5 [
            0 => "Evaluaci&#243;n por competencias"
            1 => "Pr&#225;ctica profesional"
            2 => "Modelo educativo"
            3 => "Ciencias de la salud"
            4 => "An&#225;lisis factorial"
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        0 => array:4 [
          "clase" => "keyword"
          "titulo" => "Keywords"
          "identificador" => "xpalclavsec1750186"
          "palabras" => array:5 [
            0 => "Competency assessment"
            1 => "Professional practice"
            2 => "Educational model"
            3 => "Health sciences"
            4 => "Factor analysis"
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    "resumen" => array:2 [
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        "titulo" => "Resumen"
        "resumen" => "<span id="as0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0010">Introducci&#243;n</span><p id="sp0055" class="elsevierStyleSimplePara elsevierViewall">los procesos de educaci&#243;n superior han migrado de una ense&#241;anza centrada en el docente a una centrada en el estudiante y en el aprendizaje&#46; Las pr&#225;cticas profesionales se han visto en la necesidad de adecuar la docencia y los m&#233;todos de ense&#241;anza&#44; tanto como la planificaci&#243;n curricular y la evaluaci&#243;n&#46; En lo que respecta a la evaluaci&#243;n&#44; en el marco del modelo educativo de la Universidad Cat&#243;lica de Temuco&#44; emerge la evaluaci&#243;n por competencias&#46; Esto ha tra&#237;do consigo desaf&#237;os como la generaci&#243;n de nuevos instrumentos de evaluaci&#243;n&#46;</p></span> <span id="as0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0015">Material y m&#233;todos</span><p id="sp0060" class="elsevierStyleSimplePara elsevierViewall">el objetivo de la investigaci&#243;n fue dise&#241;ar y explorar las propiedades psicom&#233;tricas de una escala de percepciones de docentes sobre la pr&#225;ctica de estudiantes de la Facultad de Ciencias de la Salud de la Universidad Cat&#243;lica de Temuco&#44; a trav&#233;s de un an&#225;lisis factorial exploratorio&#46;</p></span> <span id="as0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0020">Resultados</span><p id="sp0065" class="elsevierStyleSimplePara elsevierViewall">el an&#225;lisis de las propiedades psicom&#233;tricas de la escala arroja 2 dimensiones con adecuados &#237;ndices de ajuste&#44; denominadas competencias gen&#233;ricas&#44; compuestas por el trabajo colaborativo y la interculturalidad e&#44; competencias espec&#237;ficas&#44; integrada por la gesti&#243;n&#44; evaluaci&#243;n e intervenci&#243;n&#46;</p></span> <span id="as0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0025">Conclusi&#243;n</span><p id="sp0070" class="elsevierStyleSimplePara elsevierViewall">se recomienda avanzar en examinar el comportamiento de la escala en distintas universidades&#46;</p></span>"
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      "en" => array:3 [
        "titulo" => "Abstract"
        "resumen" => "<span id="as0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0035">Introduction</span><p id="sp0075" class="elsevierStyleSimplePara elsevierViewall">Higher education processes have shifted from teacher-centered teaching to student-centered and learning-centered approaches&#46; Professional practices have needed to adapt teaching methods&#44; curriculum planning&#44; and evaluation accordingly&#46; Regarding evaluation&#44; within the Educational Model of the Catholic University of Temuco&#44; competency-based evaluation has emerged&#46; This has brought about challenges such as the generation of new evaluation instruments&#46;</p></span> <span id="as0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0040">Materials and methods</span><p id="sp0080" class="elsevierStyleSimplePara elsevierViewall">The aim of the research was to design and explore the psychometric properties of a scale of perception of the teachers in the practice of students in the Faculty of Health Sciences at UCT&#44; through exploratory factor analysis&#46;</p></span> <span id="as0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0045">Results</span><p id="sp0085" class="elsevierStyleSimplePara elsevierViewall">Analysis of the psychometric properties of the scale resulted in two dimensions with adequate fit indexes&#44; called generic competencies&#44; made up of collaborative work and interculturality and specific competencies&#44; made up of management&#44; evaluation and intervention&#46;</p></span> <span id="as0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0050">Conclusions</span><p id="sp0090" class="elsevierStyleSimplePara elsevierViewall">It is recommended to further examine the behavior of the scale in different universities&#46;</p></span>"
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          "es" => "<p id="sp0005" class="elsevierStyleSimplePara elsevierViewall">Dimensiones con cargas factoriales&#46;</p> <p id="sp0010" class="elsevierStyleSimplePara elsevierViewall">Fuente&#58; dise&#241;o propio&#46;</p>"
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Dimensi&#243;n&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">N&#176;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&#237;tem&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t ; entry_with_role_rowhead rowgroup " rowspan="8" align="" valign="\n
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                  \t\t\t\t"><span class="elsevierStyleItalic">Competencias gen&#233;ricas</span></td><td class="td-with-role" title="\n
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                  \t\t\t\t">Trabajo colaborativo</td><td class="td" title="\n
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                  \t\t\t\t">1&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante reflexiona sobre su contribuci&#243;n personal en la valoraci&#243;n de la diversidad dentro de su centro de pr&#225;ctica&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">2&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante demuestra y promueve una actitud de respeto hacia el docente cl&#237;nico&#44; funcionario y usuarios del centro de pr&#225;ctica&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">3&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante comprende la importancia del trabajo colaborativo como medio para entregar una atenci&#243;n oportuna y de calidad&#44; considerando el contexto cultural del usuario&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">4&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante reflexiona e interact&#250;a de manera activa dentro del equipo de trabajo&#44; aportando conocimientos y estrategias pertinentes al problema al cual se enfrenta&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">5&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante interact&#250;a con sus pares escuchando activamente&#44; respetando las distintas opiniones y entregando comentarios en base a informaci&#243;n v&#225;lida&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowgroup " rowspan="3" align="" valign="\n
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                  \t\t\t\t">Interculturalidad</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">6&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante analiza y reflexiona sobre los distintos enfoques interculturales y comunitarios al momento de plantear una intervenci&#243;n&#44; considerando la diversidad sociocultural de las personas&#44; familias y comunidad&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">7&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante aplica estrategias interculturales y comunitarias considerando la diversidad sociocultural de las personas&#44; familias y comunidad&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">8&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante aplica un enfoque de salud familiar que considere la interculturalidad como principio de diversidad sociocultural en las distintas etapas dentro del ciclo vital de las personas&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead rowgroup " rowspan="9" align="" valign="\n
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                  \t\t\t\t"><span class="elsevierStyleItalic">Competencias espec&#237;ficas</span></td><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
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                  \t\t\t\t">Gesti&#243;n</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">9&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante registra la informaci&#243;n obtenida durante la evaluaci&#243;n en forma clara y ordenada de manera que permita el desarrollo de una evaluaci&#243;n e intervenci&#243;n&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">10&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">La informaci&#243;n registrada por el&#47;la estudiante permite una correcta comprensi&#243;n por sus pares y permitiendo una acertada toma de decisiones respecto a la intervenci&#243;n&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">11&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante registra la informaci&#243;n siguiendo un riguroso procedimiento &#233;tico&#44; comprendiendo el impacto que esto puede tener en una posterior intervenci&#243;n y tratamiento del usuario&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
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                  \t\t\t\t">Evaluaci&#243;n</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">12&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">El&#47;la estudiante eval&#250;a claramente la problem&#225;tica del usuario&#44; evidenciando un proceso de razonamiento cl&#237;nico profundo&#44; anal&#237;tico&#44; cr&#237;tico y apropiado&#44; basado en argumentos te&#243;ricos y en la realidad del usuario&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">13&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">El&#47;la estudiante eval&#250;a los hallazgos cl&#237;nicos estableciendo un orden jer&#225;rquico y pertinente al problema del usuario&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">14&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">El&#47;la estudiante comunica de manera clara y efectiva los procedimientos a realizar durante la etapa de evaluaci&#243;n con tal de procurar un correcto entendimiento por parte del usuario&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowgroup " rowspan="3" align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Intervenci&#243;n</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">15&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante elabora objetivos de intervenci&#243;n o tratamiento de acuerdo a la situaci&#243;n del usuario o de la comunidad donde se desempe&#241;a considerando la informaci&#243;n recolectada en la fase de diagn&#243;stico&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
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                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">El&#47;la estudiante dise&#241;a estrategias de intervenci&#243;n con los usuarios y&#47;o comunidad permitiendo el logro de los objetivos planteados&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">El&#47;la estudiante selecciona y aplica instrumentos y procedimientos coherentes a las necesidades&#44; validando su elecci&#243;n en conocimientos te&#243;ricos y pr&#225;cticos que responden a las necesidades y contexto cultural del usuario&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">127&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">3&#44;46&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#44;676&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">127&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t ; entry_with_role_rowhead " align="" valign="\n
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                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t ; entry_with_role_rowhead " align="" valign="\n
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                  \t\t\t\t"><span class="elsevierStyleItalic">P16</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">127&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t">-1&#44;453&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
              "imagenFichero" => array:1 [
                0 => "xTab3393770.png"
              ]
            ]
          ]
        ]
        "descripcion" => array:1 [
          "es" => "<p id="sp0025" class="elsevierStyleSimplePara elsevierViewall">Estad&#237;sticos descriptivos por &#237;tem</p>"
        ]
      ]
      3 => array:8 [
        "identificador" => "t0015"
        "etiqueta" => "Tabla 3"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "detalles" => array:1 [
          0 => array:3 [
            "identificador" => "al0020"
            "detalle" => "Tabla "
            "rol" => "short"
          ]
        ]
        "tabla" => array:2 [
          "leyenda" => "<p id="sp0040" class="elsevierStyleSimplePara elsevierViewall">Fuente&#58; dise&#241;o propio&#46;</p><p id="sp7005" class="elsevierStyleSimplePara elsevierViewall">&#42;&#42;La correlaci&#243;n es significativa en el nivel 0&#44;01 &#40;bilateral&#41;&#46;</p>"
          "tablatextoimagen" => array:1 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">P14&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">P15&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">P16&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">P17&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">Correlaci&#243;n&#42;&#42;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#44;443&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#44;558&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#44;523&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">0&#44;517&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#44;495&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">0&#44;565&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">0&#44;442&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#44;474&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#44;390&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t">0&#44;379&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">0&#44;582&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">0&#44;466&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">p-valor&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">P &#60; 0&#44;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">P &#60; 0&#44;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">P &#60; 0&#44;001&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t">P &#60; 0&#44;001&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">P &#60; 0&#44;001&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#60;&#44;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
              "imagenFichero" => array:1 [
                0 => "xTab3393768.png"
              ]
            ]
          ]
        ]
        "descripcion" => array:1 [
          "es" => "<p id="sp0035" class="elsevierStyleSimplePara elsevierViewall">Correlaciones bivariantes por &#237;tem</p>"
        ]
      ]
      4 => array:8 [
        "identificador" => "t0020"
        "etiqueta" => "Tabla 4"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "detalles" => array:1 [
          0 => array:3 [
            "identificador" => "al0025"
            "detalle" => "Tabla "
            "rol" => "short"
          ]
        ]
        "tabla" => array:2 [
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&#205;tems&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Factor 1&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Factor 2&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="" valign="\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Comunalidades&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t ; entry_with_role_rowhead " align="" valign="\n
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                  \t\t\t\t"><span class="elsevierStyleItalic">P7</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="" valign="\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
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                  \t\t\t\t">0&#44;902&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#44;821&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
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                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleItalic">P15</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#44;497&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t</td><td class="td" title="\n
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