Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Evaluation by Competences in a Clinical Environment of a Public University in Peru (Invited Paper)

Maritza Placencia Medina, Javier Silva Valencia, Elías J. Carrasco Escobedo, Marissa Muñoz-Ayala, Jorge R. Carreño Escobedo, Carlos Saavedra Castillo, Yanelli K. Ascacivar Placencia


The evaluation of medical students in the clinical setting (outside the classroom) is a great challenge due to the fact that the learning process becomes more complex. There is little scientific literature in which the research ends in an action to design efficient forms of evaluation. We aimed to design and validate an instrument to reach an evaluation by competencies in the Course: Introduction to Clinical Medicine at the National University of San Marcos (UNMSM) in Lima-Peru. This publication follows a research-action methodology, where the initial results led to the design of an evaluation methodology in clinical environments that is then re-evaluated again to determine if it really manages to evaluate the comprehensive skills required in a medical student. Results: 14 professors were interviewed. In the clinical environment, theoretical lectures and planned didactic sessions are used based on clinical cases. In clinical practice, the priority is given to clinical thinking, and problem-based learning (PBL). The reseach team in conjunction with the professors started the evaluation by competences process developing an evaluation instrument for the specific clinical practice. The participants observed resistance to the change because of certain administrative barriers y poor institutional support. The critical point in this investigation was the training in evaluation and learning methodologies. A training plan was required before starting their teaching activities. The professors agreed with the new form of evaluation and recognized the value of the teaching service with responsible and ethical dedication.

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