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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Academia.edu
(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


Smart Cities: Challenges and Opportunities
Mohammad Ilyas
(pages: 1-6)

Bridging the Gap: Communicating to Increase the Visibility and Impact of Your Academic Work
Erin Ryan
(pages: 7-12)

Cross-Cultural Online Networking Based on Biomedical Engineering to Motivate Transdisciplinary Communication Skills
Shigehiro Hashimoto
(pages: 13-17)

Interdisciplinary Approaches to Learning Informatics
Masaaki Kunigami
(pages: 18-22)

The Impact of Artificial Intelligence and the Importance of Transdisciplinary Research
R. Cherinka, J. Prezzama, P. O'Leary
(pages: 23-28)

Emotional Communication as Complex Phenomenon in Musical Interpretation – Proposal for a Systemic Model That Promotes a Transdisciplinary Process of Self-Formation and Reflection Around Expressiveness as a Lived Experience
Fuensanta Fernández de Velazco, Eduardo Carpinteyro-Lara, Saúl Rodríguez-Luna
(pages: 29-33)

A Multi-Disciplinary Cybernetic Approach to Pedagogic Excellence
Russell Jay Hendel
(pages: 34-41)

The Ethics of Artificial Intelligence in the Era of Generative AI
Vassilka D. Kirova, Cyril S. Ku, Joseph R. Laracy, Thomas J. Marlowe
(pages: 42-50)

Trans-Disciplinary Communication: Context and Semantics
Maurício Vieira Kritz
(pages: 51-57)

A Brave New World: AI as a Nascent Regime?
Jasmin Cowin, Birgit Oberer, Cristo Leon
(pages: 58-66)

The Role of Art and Science – Relational Dynamics in Human Ecology
Giorgio Pizziolo, Rita Micarelli
(pages: 67-75)

Advancing Entrepreneurship Education: An Integrated Approach to Empowering Future Innovators
Birgit Oberer, Alptekin Erkollar
(pages: 76-81)

Harmonizing Horizons: The Symphony of Human-Machine Collaboration in the Age of AI
Birgit Oberer, Alptekin Erkollar
(pages: 82-86)

How Do Students Learn Artificial Intelligence in Interdisciplinary Field of Biomedical Engineering?
Shigehiro Hashimoto
(pages: 87-91)


 

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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