El aprendizaje es un proceso continuo, sistemático y gradual que debe apuntar al logro de competencias definidas, las cuales deben estar declaradas en el perfil del egresado. Para detectar si se está cumpliendo con esto, resulta clave recabar evidencia que muestre que los programas académicos en los cuales se sustentan las asignaturas del plan de estudios se encuentran alineados con el perfil del egresado, Diseño de un sistema para la verificación del desarrollo de una competencia del perfil del egresado Aída M. Ortiz-Solarte, Macarena P. Venegas-Gómez, Mónica X. Espinoza-ConchaIntroducción. Las universidades determinan el perfil de egreso de sus estudiantes; por tanto, definir programas de estudios conducentes a lograr las competencias de perfil del egresado hace necesario analizar la calidad de éstos. Una forma de alcanzar este objetivo es evidenciando si el plan de estudios de la carrera se organiza de manera que las diferentes asignaturas contribuyen a desarrollar estas competencias gradual y sistemáticamente.Objetivo. Diseñar un sistema que permita verificar la calidad de un programa de carrera mediante un instrumento que evidencia si las asignaturas contribuyen gradual y sistemáticamente a que el estudiante adquiera las competencias declaradas en el perfil del egresado. Sujetos y métodos.Se realizó un estudio analítico-explicativo de diseño mixto. Se seleccionó la competencia a evaluar y se confeccionó una encuesta, que permitió cuantificar las competencias y contenidos desarrollados en cada una de las asignaturas estudiadas y determinar las metodologías educativas-evaluativas más utilizadas para cada competencia.Resultados. Se verificó que el 91% de las competencias y contenidos necesarios para adquirir la competencia del perfil del egresado se desarrollan con los estudiantes en las asignaturas correspondientes. Además, todas las asignaturas utilizan diversas metodologías educativas-evaluativas que contribuyen al logro de las competencias. Conclusiones.Este sistema permite verificar que el plan de estudios de la carrera está alineado con la competencia seleccionada del perfil del egresado y, por tanto, se puede aplicar a otros programas de carrera. Competing interests:None declared. © 2015 FEMDesign of a system for verifying the development of a competence in the profiles of graduates Introduction. Graduation profile of students is determined by the universities; therefore, defining study programs leading to achieve graduation profile competencies makes necessary for these programs to undergo a quality analysis. One way to achieve this goal is determining if career curriculum is organized so that different subjects gradually and systematically help develop these skills during undergraduate training.Aim. To design a system to verify the career program quality with an instrument that shows up if different subjects gradually and systematically help students to acquire the graduation profile stated competencies. Subjects and methods.An analytical-explanatory, mixed design study was performed in which a gradu...

Causes aff ecting the normal process of transition of students from a simulated environment to one with actual patients in the career of Dentistry. The experience of the Universidad Diego Portales of Chile Introduction. The following research aimed to identify the causes that aff ect the transition process of students from a simulated environment towards one with actual patients in the career of Dentistry at the Universidad Diego Portales. For this purpose, information was gathered from developed contents, on time delivery of these theoretical and practical contents and guidelines for teachers of the subjects of Dental Biomaterials Preclinical (PCBMD) and Clinical Course of the Adult (CA). Subjects and methods. To collect information, an instrument was created and validated based on a survey which was applied on 18 teachers and 120 students. Results. Teachers from PCBMD declares in 63.6 % to know the contents of the CA program, however 50% of teachers from CA acknowledges the contents of the program PCBMD. PCBMD students declare 95% timely delivery of the theoretical content, only 25% of CA students declare that the theoretical contents are delivered in a timely manner. Students state that there are some conceptual diff erences and practices (treatment of caries lesions 18.5% and 33.8% respectively). CA teachers identify conceptual and practical diff erence criteria (mainly in prosthesis fi xed unit, with 33.3% and 58.3% respectively). Conclusions. The organization department, refl ects a very rigid structure. Students suggest that clinical visits are conducted as support activities for learning, fostering integration of content. It was verifi ed that there was a lack of lineament and lack of programs for teachers of both subjects.