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      Aprendizaje basado en la simulación: valoración de los objetivos docentes en un programa de abdomen agudo y oclusión intestinal en cirugía general Translated title: Simulation-based learning: assessment of the teaching objectives in a program of acute abdomen and intestinal occlusion in general surgery, in medicine degree students

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          Abstract

          Introducción y objetivo. Analizar el logro de los objetivos docentes desarrollados durante el escenario de los casos de simulación a través de la valoración del profesor, los participantes observadores y quien realiza la propia simulación. Sujetos y métodos. Estudio observacional, prospectivo, descriptivo y unicéntrico, realizado con estudiantes de tercer curso de Medicina de la Universitat Autònoma de Barcelona. Se evalúan los objetivos docentes para cada caso clínico simulado por parte de los estudiantes que realizan la simulación, los observadores y el profesor. La evaluación numérica sigue una escala de tipo escala visual analógica y la categórica los clasifica en conseguidos, parcialmente conseguidos y no conseguidos. El estado nervioso y la comodidad de los alumnos también se evalúan numéricamente. Resultados. Se ha registrado la valoración de los objetivos de 929 participantes. La evaluación de los objetivos tiene un valor medio superior a 7 para cada uno de ellos. Existe una diferencia de 1,5-2 puntos en la valoración media entre el primer caso y el último, y no hay ningún alumno que no consiga los objetivos en el último caso. Se describe un estado de nervios alrededor de 4,5 y de comodidad alrededor de 7, sin diferencias entre los distintos evaluadores. Conclusiones. El logro de los objetivos se consigue de forma notable. Entre el primer caso y el último existe una significativa diferencia en el grado de obtención de los objetivos. No hay una relación entre el estado emocional de los participantes y la consecución de los objetivos.

          Translated abstract

          Introduction and aim. To analyze the achievement of the educational objectives developed during the scenario of the simulation cases through the assessment of the teacher, the observer participants and the person who performs the simulation itself. Subjects and methods. Observational, prospective, descriptive and single-center study, carried out with 3rd year Medicine students at the Universitat Autònoma de Barcelona. The teaching objectives for each simulated clinical case are evaluated by the students who carry out the simulation, the observers and the teacher. The numerical evaluation follows a VAS-type scale and the categorical one classifies them as achieved, partially achieved and not achieved. The nervous state and comfort of the students are also evaluated numerically. Results. The evaluation of the objectives of 929 participants has been registered. The evaluation of the objectives has an average value greater than 7 for each one of them. There is a difference of 1.5-2 points in the average assessment between the first case and the last, with no student not achieving the objectives in the last case. A state of nerves around 4.5 and comfort around 7 is described, with no differences between the different evaluators. Conclusions. The achievement of the objectives is achieved in a remarkable way. Between the first case and the last, there is a significant difference in the degree of achievement of the objectives. There is no relationship between the emotional state of the participants and the achievement of the objectives.

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          The utility of simulation in medical education: what is the evidence?

          Medical schools and residencies are currently facing a shift in their teaching paradigm. The increasing amount of medical information and research makes it difficult for medical education to stay current in its curriculum. As patients become increasingly concerned that students and residents are "practicing" on them, clinical medicine is becoming focused more on patient safety and quality than on bedside teaching and education. Educators have faced these challenges by restructuring curricula, developing small-group sessions, and increasing self-directed learning and independent research. Nevertheless, a disconnect still exists between the classroom and the clinical environment. Many students feel that they are inadequately trained in history taking, physical examination, diagnosis, and management. Medical simulation has been proposed as a technique to bridge this educational gap. This article reviews the evidence for the utility of simulation in medical education. We conducted a MEDLINE search of original articles and review articles related to simulation in education with key words such as simulation, mannequin simulator, partial task simulator, graduate medical education, undergraduate medical education, and continuing medical education. Articles, related to undergraduate medical education, graduate medical education, and continuing medical education were used in the review. One hundred thirteen articles were included in this review. Simulation-based training was demonstrated to lead to clinical improvement in 2 areas of simulation research. Residents trained on laparoscopic surgery simulators showed improvement in procedural performance in the operating room. The other study showed that residents trained on simulators were more likely to adhere to the advanced cardiac life support protocol than those who received standard training for cardiac arrest patients. In other areas of medical training, simulation has been demonstrated to lead to improvements in medical knowledge, comfort in procedures, and improvements in performance during retesting in simulated scenarios. Simulation has also been shown to be a reliable tool for assessing learners and for teaching topics such as teamwork and communication. Only a few studies have shown direct improvements in clinical outcomes from the use of simulation for training. Multiple studies have demonstrated the effectiveness of simulation in the teaching of basic science and clinical knowledge, procedural skills, teamwork, and communication as well as assessment at the undergraduate and graduate medical education levels. As simulation becomes increasingly prevalent in medical school and resident education, more studies are needed to see if simulation training improves patient outcomes.
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            Design of simulation-based medical education and advantages and disadvantages of in situ simulation versus off-site simulation

            Background Simulation-based medical education (SBME) has traditionally been conducted as off-site simulation in simulation centres. Some hospital departments also provide off-site simulation using in-house training room(s) set up for simulation away from the clinical setting, and these activities are called in-house training. In-house training facilities can be part of hospital departments and resemble to some extent simulation centres but often have less technical equipment. In situ simulation, introduced over the past decade, mainly comprises of team-based activities and occurs in patient care units with healthcare professionals in their own working environment. Thus, this intentional blend of simulation and real working environments means that in situ simulation brings simulation to the real working environment and provides training where people work. In situ simulation can be either announced or unannounced, the latter also known as a drill. This article presents and discusses the design of SBME and the advantage and disadvantage of the different simulation settings, such as training in simulation-centres, in-house simulations in hospital departments, announced or unannounced in situ simulations. Discussion Non-randomised studies argue that in situ simulation is more effective for educational purposes than other types of simulation settings. Conversely, the few comparison studies that exist, either randomised or retrospective, show that choice of setting does not seem to influence individual or team learning. However, hospital department-based simulations, such as in-house simulation and in situ simulation, lead to a gain in organisational learning. To our knowledge no studies have compared announced and unannounced in situ simulation. The literature suggests some improved organisational learning from unannounced in situ simulation; however, unannounced in situ simulation was also found to be challenging to plan and conduct, and more stressful among participants. The importance of setting, context and fidelity are discussed. Summary Based on the current limited research we suggest that choice of setting for simulations does not seem to influence individual and team learning. Department-based local simulation, such as simulation in-house and especially in situ simulation, leads to gains in organisational learning. The overall objectives of simulation-based education and factors such as feasibility can help determine choice of simulation setting.
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              The Learning Way: Meta-cognitive Aspects of Experiential Learning

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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
                2023
                : 26
                : 5
                : 203-208
                Affiliations
                [3] Bellaterra orgnameFundación Parc Taulí-UAB Instituto Universitario España
                [2] Bellaterra orgnameHospital Universitario Parc Taulí orgdiv1Servicio de Cirugía General España
                [1] Bellaterra orgnameServicio de Anestesiología España
                [4] Bellaterra orgnameUniversitat Autònoma de Barcelona orgdiv1Departamento de Cirugía España
                Article
                S2014-98322023000600004 S2014-9832(23)02600500004
                10.33588/fem.2605.1298
                d4a302a8-5976-41ea-b799-11e2a6dc4ccb

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

                History
                : 28 July 2023
                : 09 June 2023
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 19, Pages: 6
                Product

                SciELO Spain

                Categories
                Originales

                Education,Educación,Emociones,Medicina,Objetivos,Simulación,Emotions,Learning,Medicine school,Objectives,Simulation,Aprendizaje

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