Constanza Miranda

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Senior Lecturer

Johns Hopkins University

United States

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About

Constanza Miranda is a Senior Lecturer at Johns Hopkins University in the United States. Her research focuses on various areas, including procedural skills training in health professions, curriculum analytics in higher education, and the implementation of artificial intelligence in educational settings. Recent publications highlight her work on enhancing feedback uptake and self-regulated learning, as well as improving clinical simulations and educational practices.

Recent Grants

Grant: Close

A Research Network on Engineering Education in Entrepreneurship.

Open Date: 2019-01-01

Close Date: 2020-01-01

Grant: Close

Development of a prototype for a medical simulator that enhances the autonomous training for future professionals in the health area while installing a peripheral venous access

Open Date: 2019-01-01

Close Date: 2021-01-01

Grant: Close

Simulator for Central Venous Access with Objective Measures for Health Education

Open Date: 2019-01-01

Close Date: 2021-01-01

Grant: Close

Diagnóstico, diseño y ejecución de un programa de formación en emprendimiento innovador para Liceos técnico-profesionales y Liceos rurales de la Región del Maule. Estudio de diagnóstico y Programa Teoría, Práctica y Didáctica (TPD) para la innovación en el aula. Programa de 130 horas cronológicas de formación para docentes y directivos de liceos rurales de la Región del Maule

Open Date: 2018-01-01

Close Date: 2019-01-01

Grant: Close

Instrument with objective measures for an autonomous training

Open Date:

Close Date:

Articles (17)

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2021

Collaborators (3)

Lily Zhu

Johns Hopkins University

UNITED STATES

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Mar Pérez-Sanagustín

Associate Professor

Institut de recherche en informatique de Toulouse

FRANCE

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Rachel Cooper

University of Lancaster

UNITED KINGDOM

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Constanza Miranda

Research Interests

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About

Recent Grants

Articles (17)

Evaluating the Feedback Uptake for Developing Procedural Skills Remotely and Asynchronously: A Quantitative Study in Health Professions Training

Multimodal Assessment in Clinical Simulations: A Guide for Moving Towards Precision Education

Enhancing Feedback Uptake and Self-Regulated Learning in Procedural Skills Training

Redesigned Electrodes for Improved Intraoperative Nerve Conduction Studies during the Treatment of Peripheral Nerve Injuries

Implementing Artificial Intelligence in Physiotherapy Education: A Case Study on the Use of Large Language Models (LLM) to Enhance Feedback

Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design

Pathways to the creation of research capacities in Universities in developing countries: perspectives from a literature review

Teaching Tips: Model for a Flipped Wet Laboratory Course for a Heterogenous Student Base

Embracing the social turn: epistemic change in engineering students enrolled in an anthro-design course

The ethical implications of collecting data in educational settings: discussion on the technology and engineering attitude scale (TEAS) and its psychometric validation for assessing a pre-engineering design program

Five Qualitative Research Concepts Grounded in Anthropological Methods for Teaching Design in Healthcare

Home Respiratory Care: Design of a Prototype for Continuous Measurement at the Nasal Septum

Analytical categories to describe deficit attributions in deep disagreements between citizens and experts

Lessons learned from designing a curriculum analytics tool for improving student learning and program quality

Remote Usability Assessment of Topic Visualization Interfaces with Public Participation Data: A Case Study

Meanings and Uses of Design for Innovation: Conversations with UK Companies

Biomechanical analysis of expert anesthesiologists and novice residents performing a simulated central venous access procedure

Collaborators (3)

Lily Zhu

Mar Pérez-Sanagustín

Rachel Cooper

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