Proceso creativo en la construcción de un simulador artesanal para el desarrollo de destrezas en la colocación de una sonda endopleural. Constructivismo quirúrgico

Abstract

Introduction

Currently, the surgical mentor faces significant challenges depending on their context and competencies. Most of these challenges can be addressed when the surgeon adopts a metacognitive approach to their teaching, meaning they are capable of self-regulating their learning for problem-solving, utilizing creative thinking to their advantage.

Objective

To analyze the constructivist mental process of the teacher in problem-solving; that is, how the teacher applies the “problem-based learning” strategies they promote and teach to address their andragogical challenges. This metacognitive analysis includes a step-by-step breakdown of the creative process involved in designing and constructing a handmade simulator focused on surgical needs, and how this process can be replicated for other procedures.

Methods

We present the creative process of a teaching surgeon from Nayarit, Mexico, who developed a proposal for a low-cost handmade simulator, to enhance the competency of first-year surgical residents in placing a chest tube. This “creative process”, is embedded in the educational framework of problem-based learning. Was accompanied by a Likert scale survey, to gather user feedback on the simulator trial experience.

Results

The creation and development of a low-cost simulator have proven useful as a complement to the education of medical students and first-year surgical residents. It has progressed to the verification phase and requires several steps for scientific validation.

Conclusion

The Chest Tube Trainer fulfills all its didactic objectives, including providing feedback to students and serving as an alternative when commercial simulators are not financially feasible. Emphasized is how emulation of critical steps is crucial for achieving “insight” into the creative process of a surgical simulator, replicable for constructing other simulators based on teaching needs. In this work, the teaching surgeon not only identifies strategies to face obstacles and adapt them to similar issues but also teaches by example. Lastly, it encourages educators and students alike to develop metacognition.