Simulación clínica y la modelización didáctica en ciencias para la salud

Introduction

The needs of the area of knowledge, technological advances for learning and knowledge, current learning outcomes and modern didactic techniques imply modeling by teachers. In the health sciences, techniques have emerged that enable the development of skills and learning in students; these require training and a metadidactic process on the part of the teacher that leads him/her to reflect and adjust the didactic model. The objective is to describe the didactic modeling carried out in health sciences teachers after an intervention that intentionally addresses the clinical simulation technique.

Materials and methods

Qualitative study with descriptive scope with the participation of 11 teachers of nursing and medicine programs. It used techniques such as questionnaires and in-depth interviews that led to the analysis of discourse segments through a methodological triangulation.

Results

The teachers incorporate clinical simulation especially in a discovery model, distancing themselves from the transmission-reception model and the conceptual change model; they focused mainly on previous knowledge, active learning and the incorporation of knowledge in a cognitive network previously developed by the student.

Conclusion

Training in clinical simulation allows didactic modeling in health sciences teachers, includes an opening to a teaching centered on student learning and the development of skills.