Erik Manuel Camacho-Zúñiga, Melany Galván-Estrada, Daniel Chávez-De La Rosa, Yushlin Arylei Estrada, Verenice Zarahí González-Mejía
{"title":"Impacto de la simulación clínica en el nivel de confianza para evaluar pacientes en estudiantes de Medicina","authors":"Erik Manuel Camacho-Zúñiga, Melany Galván-Estrada, Daniel Chávez-De La Rosa, Yushlin Arylei Estrada, Verenice Zarahí González-Mejía","doi":"10.35366/rsc193c","DOIUrl":"https://doi.org/10.35366/rsc193c","url":null,"abstract":"","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126981882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Navia-González, R. Partarrieu-Stegmeier, Daniela Ahumada-Millar, Soledad Armijo-Rivera, P. Lavados
* Licenciado en Medicina de la Facultad de Medicina Clínica Alemana Universidad del Desarrollo. Santiago, Chile. ‡ Magíster en Educación Médica. Directora del Núcleo de Simulación Interprofesional. Facultad de Medicina Clínica Alemana Universidad del Desarrollo. Santiago, Chile. § Licenciado en Medicina. Clínica Alemana de Santiago. Chile. Palabras clave: Cuidados en accidente cerebrovascular, entrenamiento con simulación, paciente estandarizado, enfoque de seguimiento, entrenamiento interprofesional, entrenamiento de equipos.
{"title":"Simulación multimodal en ACV: paciente estandarizado, simulador de paciente virtual y una aplicación de seguimiento de procesos para el entrenamiento interprofesional","authors":"V. Navia-González, R. Partarrieu-Stegmeier, Daniela Ahumada-Millar, Soledad Armijo-Rivera, P. Lavados","doi":"10.35366/97900","DOIUrl":"https://doi.org/10.35366/97900","url":null,"abstract":"* Licenciado en Medicina de la Facultad de Medicina Clínica Alemana Universidad del Desarrollo. Santiago, Chile. ‡ Magíster en Educación Médica. Directora del Núcleo de Simulación Interprofesional. Facultad de Medicina Clínica Alemana Universidad del Desarrollo. Santiago, Chile. § Licenciado en Medicina. Clínica Alemana de Santiago. Chile. Palabras clave: Cuidados en accidente cerebrovascular, entrenamiento con simulación, paciente estandarizado, enfoque de seguimiento, entrenamiento interprofesional, entrenamiento de equipos.","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130039222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mario Zúñiga-Mogollones, G. Ferri-Sánchez, Carolina Oviedo-Sarmiento, C. Baltera-Zuloaga
(70%) AbstrAct Clinical courses in Dentistry present the highest failure rate of the career, having an impact on the graduation rates and student retention. Students suffer high levels of stress, depression and anxiety when confronted for the first time with real patients, without having had a prior relational training. The standardized, high-fidelity didactic patient strategy was inserted for the first time in the curriculum to strengthen the competencies necessary for the treatment of patients with painful pulpoperiapical pathologies, working on the three fundamental aspects that define a competence. This intervention was aimed at 120 third-year students of the Semiology course of the preclinical cycle. The work fulfilled the following stages: the briefing, the scenario, the debriefing and the evaluation of the perception of the scenario by the student and the direct observation of the performance by the expert teacher. The survey made to the students after the experience reported a high valuation in the aspect like the development of communication skills (98%) and preparation for performance with real patients (95%), while the teacher observation pattern showed positive results as the adequate diagnostic capacity (90%), systematization of the information of the clinical record (70%) and a low performance in empathy with the patient (40%).
{"title":"Inserción de un paciente estandarizado como estrategia didáctica en Odontología","authors":"Mario Zúñiga-Mogollones, G. Ferri-Sánchez, Carolina Oviedo-Sarmiento, C. Baltera-Zuloaga","doi":"10.35366/rsc191f","DOIUrl":"https://doi.org/10.35366/rsc191f","url":null,"abstract":"(70%) AbstrAct Clinical courses in Dentistry present the highest failure rate of the career, having an impact on the graduation rates and student retention. Students suffer high levels of stress, depression and anxiety when confronted for the first time with real patients, without having had a prior relational training. The standardized, high-fidelity didactic patient strategy was inserted for the first time in the curriculum to strengthen the competencies necessary for the treatment of patients with painful pulpoperiapical pathologies, working on the three fundamental aspects that define a competence. This intervention was aimed at 120 third-year students of the Semiology course of the preclinical cycle. The work fulfilled the following stages: the briefing, the scenario, the debriefing and the evaluation of the perception of the scenario by the student and the direct observation of the performance by the expert teacher. The survey made to the students after the experience reported a high valuation in the aspect like the development of communication skills (98%) and preparation for performance with real patients (95%), while the teacher observation pattern showed positive results as the adequate diagnostic capacity (90%), systematization of the information of the clinical record (70%) and a low performance in empathy with the patient (40%).","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"48 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114125223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Catorce pasos para introducir la simulación clínica al currículo de medicina y ciencias de la salud","authors":"Adalberto Amaya-Afanador","doi":"10.35366/rsc191i","DOIUrl":"https://doi.org/10.35366/rsc191i","url":null,"abstract":"","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114613538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. D. Arenal, R. García-Durán, S. Morales-López, Adriana Monserrat García-Barrón
Introducción: generalmente, los estudiantes adquieren habilidades específicas como la toma de muestra de gasometría arterial sin una instrucción formal, por lo que se implementó una intervención educativa para los médicos internos de pregrado de la Facultad de Medicina de la UNAM, utilizando un modelo de bajo costo y un video. Objetivo: Analizar la contribución de una intervención educativa para mejorar las habilidades técnicas en la toma de la gasometría arterial. material y métodos: Estudio cuasiexperimental con participación de 15 médicos internos de pregrado. Se utilizó un simulador de bajo costo diseñado en el Centro de Enseñanza y Certificación de Aptitudes Médicas (CECAM) y un video demostrativo. Se evaluó a los estudiantes utilizando una lista de cotejo validada en tres momentos distintos: antes y después de la intervención educativa y dos semanas después en un paciente hospitalizado. Se analizó el desempeño de los estudiantes comparando los resultados de los ítems en cada fase y las fases globalmente entre sí, usando chi cuadrada (χ2) y valor de p. Resultados: Se encontraron diferencias estadísticamente significativas en un ítem al comparar la fase uno con la dos; en tres ítems al comparar la dos con la tres y en cinco ítems al comparar la uno con la tres. Conclusiones: La intervención educativa mejoró algunos aspectos en la ejecución de la técnica para la toma de muestra de gasometría arterial. Estos resultados no son traspolables a otras poblaciones debido al pequeño tamaño de la muestra, pero dio oportunidad de incluir simuladores de bajo costo diseñados en el CECAM en actividades para mejorar las habilidades técnicas de los estudiantes en beneficio de la seguridad del paciente. AbstrAct
{"title":"Intervención educativa en internos de pregrado para realizar una toma de muestra para gasometría arterial utilizando un modelo de bajo costo de antebrazo y mano","authors":"R. D. Arenal, R. García-Durán, S. Morales-López, Adriana Monserrat García-Barrón","doi":"10.35366/rsc191e","DOIUrl":"https://doi.org/10.35366/rsc191e","url":null,"abstract":"Introducción: generalmente, los estudiantes adquieren habilidades específicas como la toma de muestra de gasometría arterial sin una instrucción formal, por lo que se implementó una intervención educativa para los médicos internos de pregrado de la Facultad de Medicina de la UNAM, utilizando un modelo de bajo costo y un video. Objetivo: Analizar la contribución de una intervención educativa para mejorar las habilidades técnicas en la toma de la gasometría arterial. material y métodos: Estudio cuasiexperimental con participación de 15 médicos internos de pregrado. Se utilizó un simulador de bajo costo diseñado en el Centro de Enseñanza y Certificación de Aptitudes Médicas (CECAM) y un video demostrativo. Se evaluó a los estudiantes utilizando una lista de cotejo validada en tres momentos distintos: antes y después de la intervención educativa y dos semanas después en un paciente hospitalizado. Se analizó el desempeño de los estudiantes comparando los resultados de los ítems en cada fase y las fases globalmente entre sí, usando chi cuadrada (χ2) y valor de p. Resultados: Se encontraron diferencias estadísticamente significativas en un ítem al comparar la fase uno con la dos; en tres ítems al comparar la dos con la tres y en cinco ítems al comparar la uno con la tres. Conclusiones: La intervención educativa mejoró algunos aspectos en la ejecución de la técnica para la toma de muestra de gasometría arterial. Estos resultados no son traspolables a otras poblaciones debido al pequeño tamaño de la muestra, pero dio oportunidad de incluir simuladores de bajo costo diseñados en el CECAM en actividades para mejorar las habilidades técnicas de los estudiantes en beneficio de la seguridad del paciente. AbstrAct","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124242402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Escenario de sepsis refractaria e insuficiencia suprarrenal, para promover razonamiento clínico en estudiantes de medicina","authors":"Cristian Labarca-Solar, Simón Reyes-Morales, Paz Valenzuela-Bodenburg, Ignacio Tapia-Trucco, Soledad Armijo-Rivera","doi":"10.35366/rsc193f","DOIUrl":"https://doi.org/10.35366/rsc193f","url":null,"abstract":"","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121585755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cristián Jarry, C. Vidal, J. Varas, R. Poblete, Eduardo Abbott, Eduardo Vega, Elga Zamorano, L. M. Letelier
Introduction: Given a progressively more restricted clinical context, also strongly oriented to the minimization of risk for patients, the exposure of medical students to procedures in patients has gradually decreased. Medical simulation allows training and acquisition of procedural skills, however the retention of this knowledge through time has not been widely studied. Objective: To assess the retention of transversal procedural skills once trained in simulation. Material and methods: An evaluation tool was elaborated in order to assess transversal procedural competencies, defined as those common and needed abilities to perform most of invasive medical procedures. Medical students were included in their eighth semester, who had received simulation training in these competencies during their sixth semester. The assessment tool was applied through an objective structured clinical evaluation to the selected students. results: 108 students were included. The average achievement percentage for the set of transversal competences was 95.83% in the initial evaluation and 91.31% for the final evaluation (approximately one year later). The percentage of final achievement was not correlated with that obtained in the initial assessment, not with previous exposure to procedures or age. conclusions: About one year after the training, an acceptable percentage of achievement was demonstrated in the realization of the transversal skills trained, evaluated by means of an objective structured clinical evaluation. The knowledge acquired is retained for a considerable period even when the skills learned are not practiced regularly in a real clinical setting.
{"title":"Evaluación de la retención del aprendizaje obtenido mediante simulación en competencias procedimentales transversales","authors":"Cristián Jarry, C. Vidal, J. Varas, R. Poblete, Eduardo Abbott, Eduardo Vega, Elga Zamorano, L. M. Letelier","doi":"10.35366/rsc193b","DOIUrl":"https://doi.org/10.35366/rsc193b","url":null,"abstract":"Introduction: Given a progressively more restricted clinical context, also strongly oriented to the minimization of risk for patients, the exposure of medical students to procedures in patients has gradually decreased. Medical simulation allows training and acquisition of procedural skills, however the retention of this knowledge through time has not been widely studied. Objective: To assess the retention of transversal procedural skills once trained in simulation. Material and methods: An evaluation tool was elaborated in order to assess transversal procedural competencies, defined as those common and needed abilities to perform most of invasive medical procedures. Medical students were included in their eighth semester, who had received simulation training in these competencies during their sixth semester. The assessment tool was applied through an objective structured clinical evaluation to the selected students. results: 108 students were included. The average achievement percentage for the set of transversal competences was 95.83% in the initial evaluation and 91.31% for the final evaluation (approximately one year later). The percentage of final achievement was not correlated with that obtained in the initial assessment, not with previous exposure to procedures or age. conclusions: About one year after the training, an acceptable percentage of achievement was demonstrated in the realization of the transversal skills trained, evaluated by means of an objective structured clinical evaluation. The knowledge acquired is retained for a considerable period even when the skills learned are not practiced regularly in a real clinical setting.","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115688647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Valeria Sepúlveda, Karen Nazal, Andrés Rosenbaum, T. Muñoz, Gabriel Faba, C. Callejas, M. Jiménez, Raimundo García, Antonia Lagos
{"title":"Modelos de simulación para entrenamiento en miringotomía e instalación de tubos de ventilación","authors":"Valeria Sepúlveda, Karen Nazal, Andrés Rosenbaum, T. Muñoz, Gabriel Faba, C. Callejas, M. Jiménez, Raimundo García, Antonia Lagos","doi":"10.35366/104950","DOIUrl":"https://doi.org/10.35366/104950","url":null,"abstract":"","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129199163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diego Andrés Díaz-Guío, Bonifacio Cimadevilla-Calvo
La educación basada en la simulación clínica es una atractiva forma de enseñar, aprender y de investigar. Durante los momentos de reflexión posteriores a la simulación estas actividades pueden ser potenciadas. El debriefing es un proceso de reflexión consciente e intencionada que permite construir aprendizajes profundos; realizarlo de manera eficiente no es tarea fácil, se presentan dificultades en su esquematización mental, en la verbalización y en la práctica, a eso le denominamos debriefing difícil. Por otro lado, hay situaciones en las cuales el debriefing parece salirse de las manos por las tensiones que pueden propiciarse durante la simulación, como la carga cognitiva, el manejo de las emociones, etcétera. Manejarlas con intervenciones tempranas es la diferencia entre lograr aprendizajes y generar conflictos. AbstrAct
{"title":"Educación basada en simulación: debriefing, sus fundamentos, bondades y dificultades","authors":"Diego Andrés Díaz-Guío, Bonifacio Cimadevilla-Calvo","doi":"10.35366/rsc192f","DOIUrl":"https://doi.org/10.35366/rsc192f","url":null,"abstract":"La educación basada en la simulación clínica es una atractiva forma de enseñar, aprender y de investigar. Durante los momentos de reflexión posteriores a la simulación estas actividades pueden ser potenciadas. El debriefing es un proceso de reflexión consciente e intencionada que permite construir aprendizajes profundos; realizarlo de manera eficiente no es tarea fácil, se presentan dificultades en su esquematización mental, en la verbalización y en la práctica, a eso le denominamos debriefing difícil. Por otro lado, hay situaciones en las cuales el debriefing parece salirse de las manos por las tensiones que pueden propiciarse durante la simulación, como la carga cognitiva, el manejo de las emociones, etcétera. Manejarlas con intervenciones tempranas es la diferencia entre lograr aprendizajes y generar conflictos. AbstrAct","PeriodicalId":179877,"journal":{"name":"Revista Latinoamericana de Simulación Clínica","volume":"9 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120873551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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