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      Autoevaluación de adquisición de competencias en estudiantes de grado de Medicina mediante simulación clínica Translated title: Self-assessment of skill acquisition in clinical simulations for medical undergraduate students

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          Abstract

          Introducción. La autopercepción que tienen los estudiantes para desarrollar su práctica clínica es la manera más acertada de evaluar cuán preparados se sienten y cuáles son sus habilidades. La universidad desarrolla un programa de simulación que permite a los alumnos potenciar su propio aprendizaje, con situaciones de feedback de los instructores de simulación. Sujetos y métodos. El estudio tuvo lugar en el curso académico 2019-2020. Los estudiantes de tercer año completaron tres escenarios de simulación; los de cuarto año, cuatro; y los de quinto año, tres. Antes y después de cada sesión de simulación, completaron un cuestionario electrónico de autopercepción de competencias técnicas y no técnicas. Resultados. De los 121 estudiantes de tercer curso, 79 (65,3%) contestaron a la encuesta inicial y 68 (61,2%) a la encuesta final. En cuarto curso participaron 111 alumnos, y contestaron la encuesta inicial 63 alumnos (56,8%) y 68 la final (61,2%). El quinto curso estuvo compuesto por 97 estudiantes, de los cuales 94 (96,9%) contestaron la encuesta inicial y 69 (71,1%) la final. Todos los ítems de la encuesta de autopercepción mejoraron de forma estadísticamente significativa (p < 0,001) en la encuesta final. Las puntuaciones iniciales medias en la dimensión no técnica fueron más altas que las puntuaciones medias en la dimensión técnica para todos los cursos de estudio. Conclusiones. Los resultados que obtuvimos mostraron una mejora en la autopercepción de las habilidades de los estudiantes y en su confianza para realizar las tareas de las simulaciones. Los alumnos de cursos superiores se sienten más seguros tanto en habilidades técnicas como en no técnicas, como la comunicación.

          Translated abstract

          Introduction. The self-perception that students have to develop their clinical practice is the most accurate way to assess how prepared they feel and what their abilities are. The University develops an innovative and complete simulation program that allows students to enhance their own learning and that of their classmates, with feedback situations from the simulation instructors of the faculty itself. Subjects and methods. The study took place in the academic year 2019-2020. During the study period, 3rd-year students completed 3 simulation scenarios, 4th-year students 4 cases, and 5th-year students completed 3 scenarios. Before and after each simulation session, they anonymously and voluntarily completed an electronic questionnaire on self-perception of technical and non-technical skills. Results. Of the 121 third-year students, 79 (65.3%) answered the initial questionnaire and 68 (61.2%) the final questionnaire. In the fourth year, 111 students participated, and 63 students (56.8%) answered the initial questionnaire and 68 (61.2%) the final one. The fifth course was composed of 97 students, of which 94 (96.9%) answered the initial questionnaire and 69 (71.1%) the final one. All the items of the self-perception survey improved in a statistically significant way (p < 0.001) in the final survey. The mean baseline scores on the non-technical dimension were higher than the mean scores on the technical dimension for all study courses. Conclusions. The results we obtained showed an improvement in the self-perception of the students' abilities and in their confidence to perform the tasks of the simulations. Higher grade students feel more confident in both technical and non-technical skills, such as communication.

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          Self-efficacy: toward a unifying theory of behavioral change.

          A Bandura (1977)
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            Simulation-based learning: Just like the real thing

            Simulation is a technique for practice and learning that can be applied to many different disciplines and trainees. It is a technique (not a technology) to replace and amplify real experiences with guided ones, often “immersive” in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Simulation-based learning can be the way to develop health professionals’ knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks. Simulation-based medical education can be a platform which provides a valuable tool in learning to mitigate ethical tensions and resolve practical dilemmas. Simulation-based training techniques, tools, and strategies can be applied in designing structured learning experiences, as well as be used as a measurement tool linked to targeted teamwork competencies and learning objectives. It has been widely applied in fields such aviation and the military. In medicine, simulation offers good scope for training of interdisciplinary medical teams. The realistic scenarios and equipment allows for retraining and practice till one can master the procedure or skill. An increasing number of health care institutions and medical schools are now turning to simulation-based learning. Teamwork training conducted in the simulated environment may offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also help reduce errors.
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              Simulation-based training of internal medicine residents in advanced cardiac life support protocols: a randomized trial.

              Internal medicine residents must be competent in Advanced Cardiac Life Support (ACLS) for board certification. The purpose was to use a medical simulator to assess baseline proficiency in ACLS and determine the impact of an intervention on skill development. This was a randomized trial with wait-list controls. After baseline evaluation in all residents, the intervention group received 4 education sessions using a medical simulator. All residents were then retested. After crossover, the wait-list group received the intervention, and residents were tested again. Performance was assessed by comparison to American Heart Association guidelines for treatment of ACLS conditions with interrater and internal consistency reliability estimates. Performance improved significantly after simulator training. No improvement was detected as a function of clinical experience alone. The educational program was rated highly.
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                Author and article information

                Journal
                fem
                FEM: Revista de la Fundación Educación Médica
                FEM (Ed. impresa)
                Fundación Educación Médica y Viguera Editores, S.L. (Barcelona, Barcelona, Spain )
                2014-9832
                2014-9840
                2022
                : 25
                : 4
                : 189-194
                Affiliations
                [1] Madrid Madrid orgnameUniversidad Francisco de Vitoria orgdiv1Facultad de Medicina Spain
                Article
                S2014-98322022000400007 S2014-9832(22)02500400007
                10.33588/fem.254.1212
                7ff03cfd-e5aa-4061-9ee0-d0647a275f99

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 03 June 2022
                : 25 January 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 19, Pages: 6
                Product

                SciELO Spain

                Categories
                Original Corto

                Clinical simulation,Students,Self-assessment,Non-technical skills,Degree in Medicine,Simulación clínica,Habilidades técnicas,Habilidades no técnicas,Grado de Medicina,Estudiantes,Autoevaluación,Technical skills

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