Monitoring the graduate profile through assessment milestones: an action research study in Nutrition and Dietetics
DOI:
https://doi.org/10.48082/espacios-a26v47n04i10Abstract
This study employs practical action research to implement a mechanism for evaluating the graduation profile in Nutrition and Dietetics. Through cycles of diagnosis, planning, and action, gaps in transversal and disciplinary competencies were identified. This facilitated improvements like achievement scale alignment and automated feedback. The study concludes that teacher leadership and a formative approach are essential for ensuring competency achievement and continuous curricular improvement.
References
Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D., & Bearman, M. (2024). From authentic assessment to authenticity in assessment: broadening perspectives. Assessment and Evaluation in Higher Education, 49(4), 499–510. https://doi.org/10.1080/02602938.2023.2271193
Awan, A. H., Abdullah, Z., Baig, M. Z., Parvez, F., Jabeen, N., & Gul, N. (2025). Impact of Formative Feedback on Skill Acquisition in Simulation-Based Training. Pakistan Journal of Health Sciences, 6(7), 209–214. https://doi.org/10.54393/pjhs.v6i7.3294
Bayley, K. E. (2023). The impact on practice of authentic assessment as part of a university postgraduate taught programme of study for nursing and healthcare professionals: a literature review. Nurse Education Today, 120. https://doi.org/10.1016/J.NEDT.2022.105622
Beneitone, P., Esquetini, C., Marty, M., Siufi, G., & Wagenaar, R. (2007). Reflexiones y perspectivas de la Educación Superior en América Latina.
Cardona, S., Velez-Ramos, J., & Jaramillo, S. (2018). Metodología para la evaluación de competencias en un entorno de aprendizaje virtual. Espacios, 39(23).
Comisión Nacional de Acreditación. (2023). Criterios y Estándares de Calidad para la Acreditación Institucional del Subsistema Universitario. https://www.cnachile.cl/noticias/SiteAssets/Paginas/Forms/AllItems/CyE%20INSTITUCIONAL%20SUBSISTEMA%20UNIVERSITARIO.pdf
Contreras-Sanzana, G., Jara-Coatt, P., Contreras-Saavedra C., & Sanhueza, B. (2025). Concepciones y percepciones de agentes educativos sobre actuales normativas de evaluación y promoción escolar en Chile: Relevancia de la Evaluación Formativa. Espacios, 46 (2), 79–94. https://doi.org/10.48082/espacios-a25v46n02p07
Corbin, J. M. ., & Strauss, A. L. . (2015). Basics of qualitative research : techniques and procedures for developing grounded theory. SAGE. https://books.google.com/books/about/Basics_of_Qualitative_Research.html?hl=es&id=MaKWBQAAQBAJ
Danilovich, N., Kitto, S., Price, D. W., Campbell, C., Hodgson, A., & Hendry, P. (2021). Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment. Family Medicine, 53(1), 9–22. https://doi.org/10.22454/FAMMED.2021.453158
Emke, A. R., Torre, D., & Aagaard, E. M. (2025). Competency-Based Education and Programmatic Assessment in Undergraduate Medical Education: Describing the Gateway Experience of Successful Design and Implementation. Academic Medicine, 100(11), 1268–1271. https://doi.org/10.1097/ACM.0000000000006141
Fuentes-Cimma, J., Sluijsmans, D., Riquelme, A., Villagran, I., Isbej, L., Olivares-Labbe, M. T., & Heeneman, S. (2024). Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review. BMC Medical Education, 24(1). https://doi.org/10.1186/S12909-024-05439-6
Guapi Guapi, A. C., & Castro Valle, R. A. (2026). Portafolios digitales para evaluación del aprendizaje en contexto universitario ecuatoriano: estudio bibliométrico 2020-2026. Maestro y Sociedad, 23, 1101–1111. https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/7555
Hernández, R., & Mendoza, C. (2023). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Interamericana Editores. https://books.google.cl/books/about/Metodolog%C3%ADa_de_la_investigaci%C3%B3n.html?id=aq8y0AEACAAJ&redir_esc=y
Huayta, L. A. H., Espinoza, T. N. P., & Flores, N. E. H. (2020). Evaluación del logro del perfil de egreso en grados universitarios: tendencias y desafíos. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 11(21). https://doi.org/10.23913/RIDE.V11I21.691
Huerta Rosales, S. M., Taramona Ruiz, L. A., & Camones Bazan, E. L. (2025). Revisión sistemática de estrategias de evaluación auténtica en la formación por competencias. Revista InveCom, 6(1). https://doi.org/10.5281/ZENODO.15505499
Juarez, A. S. M., Rojas, C. N. R., Zavaleta, J. R. S., & Saravia, P. C. C. (2024). Uso del ChatGPT y aprendizaje de inglés en estudiantes universitarios. Horizontes Revista de Investigación en Ciencias de la Educación, 8(33), 834–842. https://doi.org/10.33996/REVISTAHORIZONTES.V8I33.766
Knight, A., Palermo, C., Reedy, G., & Whelan, K. (2024). Teaching and assessment of communication skills in dietetics: a scoping review. Journal of Human Nutrition and Dietetics, 37(2), 524–537. https://doi.org/10.1111/jhn.13276
Parra Núñez, R., & Castrillo De Larreta-Azelain, M. D. (2025). The impact of using ChatGPT for feedback in EFL writing: a systematic review. Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, (23), 95–119. https://doi.org/10.17345/RILE23.4221
Rich, J. V., Luhanga, U., Fostaty Young, S., Wagner, N., Dagnone, J. D., Chamberlain, S., & McEwen, L. A. (2022). Operationalizing Programmatic Assessment: The CBME Programmatic Assessment Practice Guidelines. Academic Medicine, 97(5), 674–678. https://doi.org/10.1097/ACM.0000000000004574
Rinaldi, K., Messer, M., Hanson, A., & Chan, J. (2025). Utilization of backward design in health professional education: A rapid review. Journal of Professional Nursing, 58, 31–38. https://doi.org/10.1016/j.profnurs.2025.02.004
Romero Casalliglla, W. M., Chulca Abalco, J. O., Imbaquingo Guzmán, G. G., Pineda Anchaguano, S. E., Aules Aules, E. C., Tipán Sánchez, G. O., Minango Cruz, S. J., & Aules Aules, R. P. (2024). Evaluación para el aprendizaje: más allá de las calificaciones. Revista InveCom, 5 (1). https://doi.org/10.5281/ZENODO.11113592
Samaniego, C., Cayllahua, C., Jhonathan, R., Castro, C., Enrique, J., Waidhofer, G., Rosario, C., Guzman, S., Gerardo, C., & Espinoza, F. (2025). Sistema de evaluación del logro de competencias su impacto en la calidad educativa. e-Revista Multidisciplinaria del Saber, 3, 1–13. https://doi.org/10.61286/E-RMS.V3I.295
Schut, S., Maggio, L. A., Heeneman, S., van Tartwijk, J., van der Vleuten, C., & Driessen, E. (2020). Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education. Perspectives on Medical Education, 10, 6–13. https://doi.org/10.1007/S40037-020-00625-W
Stringer, E. (1999). Investigación-acción (SAGE Publications, Ed.; 2da ed.). https://www.scirp.org/reference/referencespapers?referenceid=2088055
Stringer, E., & Ortiz, A. (2021). Action research. SAGE. https://books.google.com/books/about/Action_Research.html?hl=es&id=73bqDwAAQBAJ
Torres Gamarra, N., Paredes Marchena, F. G., & Gutierrez Aranibar, R. J. C. (2025). Estrategias e instrumentos de evaluación en contextos universitarios: un enfoque desde la práctica académica. Revista InveCom, 6 (2). https://doi.org/10.5281/ZENODO.15833435
Unuzungo, G., Segura, E., & Segura, V. (2025). Estrategias Pre-profesionales y Perfil del Egresado en Desarrollo Integral Infantil. Revista Scientific, 10(35), 407–429. https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.35.19.407-429
Wiggins, G., & McTighe, J. (2005). Principles of Backward Design. ASCD. https://books.google.com/books/about/Understanding_by_Design.html?hl=es&id=N2EfKlyUN4QC
Zhan, Y., Boud, D., & Du, Z. (2025). Designing for authentic assessment: a scoping review. Higher Education, 1–18. https://doi.org/10.1007/s10734-025-01588-9
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Los autores conservan sus derechos de autor y ceden a la revista el derecho de primera publicación bajo la licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0).
