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      Formación médica para afrontar emergencias y desastres: experiencia de enseñanza-aprendizaje con trabajo colaborativo, uso de tecnologías de información y comunicación, y simulación Translated title: Medical education to manage emergencies and disasters: teaching-learning experience with collaborative work, use of information and communication technologies, and simulation spaces

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          Abstract

          Introducción: El contexto actual demanda incorporar el manejo de situaciones de catástrofes en la formación médica. Se presenta una experiencia original en la enseñanza de emergencias y desastres, en la carrera de medicina, con uso de metodologías didácticas activas. Sujetos y métodos: El plan didáctico del curso se diseñó incorporando el uso de metodologías de trabajo colaborativo (desarrollo de casos, team based learning, juego de roles), uso de tecnologías de información y comunicación, visitas sobre el terreno y simulaciones. Para cada actividad docente, se elaboró material y pautas de evaluación correspondientes. El curso se evaluó con las calificaciones de los estudiantes, su grado de satisfacción y sus comentarios. Adicionalmente, se realizó un análisis de fortalezas y debilidades por parte del equipo docente, planteándose un plan de mejoras. Resultados: Las calificaciones del curso (escala de 1 a 7; n = 58) fueron altas (media: 6,1; rango: 5,7-6,5). Se observó un alto grado de satisfacción con las estrategias docentes utilizadas (valoraciones del 85-95%). Según el parecer de los estudiantes, se lograron los objetivos de aprendizaje en un 88% (trabajo en equipo) y 93% (conceptualización y aplicación). Conclusión: El uso de metodologías activas motiva y favorece el aprendizaje, lo que se traduce en altas calificaciones y grado de satisfacción de los estudiantes, así como una buena percepción de utilidad respecto de su futuro desarrollo profesional.

          Translated abstract

          Introduction: The current context demands to incorporate the management of catastrophe situations in medical education. The original experience utilizing active teaching methodologies in a new course of emergencies and disasters in the medical undergraduate formation is presented. Subjects and methods: The course's didactic plan was designed incorporating the use of collaborative work methodologies (case development, team based learning, role play), use of information and communication technologies, field visit and simulations. For each teaching activity, material and corresponding evaluation guidelines were developed. The course was evaluated with the students' qualifications, their degree of satisfaction and their comments. Additionally, an analysis of strengths and weaknesses was carried out by the teaching team; considering an improvement plan. Results: The course qualifications (scale 1 to 7; n = 58) were highly acceptable (average: 6.1; range: 5.7-6.5). A high degree of satisfaction was observed with the teaching strategies used (valuations between 85-95%). In the opinion of the students, the learning objectives were achieved between 88% (teamwork) and 93% (conceptualization and application). Conclusion: The use of active methodologies motivates and favors learning, resulting in high qualifications and student's satisfaction, as well as a good perception of usefulness regarding their future professional development.

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          Simulación en educación médica: una sinopsis

          Clinical simulation is defined as a technique (not a technology) to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Over the past few years, there has been a significant growth in its use, both as a learning tool and as an assessment for accreditation. Example of this is the fact that simulation is an integral part of medical education curricula abroad. Some authors have cited it as an unavoidable necessity or as an ethical imperative. In Chile, its formal inclusion in Medical Schools' curricula has just begun. This review is an overview of this important educational tool, presenting the evidence about its usefulness in medical education and describing its current situation in Chile.
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            Preparing health professions students for terrorism, disaster, and public health emergencies: core competencies.

            The recent increased threat of terrorism, coupled with the ever-present dangers posed by natural disasters and public health emergencies, clearly support the need to incorporate bioterrorism preparedness and emergency response material into the curricula of every health professions school in the nation. A main barrier to health care preparedness in this country is a lack of coordination across the spectrum of public health and health care communities and disciplines. Ensuring a unified and coordinated approach to preparedness requires that benchmarks and standards be consistent across health care disciplines and public health, with the most basic level being education of health professions students. Educational competencies establish the foundation that enables graduates to meet occupational competencies. However, educational needs for students differ from the needs of practitioners. In addition, there must be a clear connection between departments of public health and all other health care entities to ensure proper preparedness. The authors describe both a process and a list of core competencies for teaching emergency preparedness to students in the health care professions, developed in 2003 and 2004 by a team of experts from the four health professions schools of Columbia University in New York City. These competencies are directly applicable to medical, dental, nursing, and public health students. They can also easily be adapted to other health care disciplines, so long as differences in levels of proficiency and the need for clinical competency are taken into consideration.
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              Medical student disaster medicine education: the development of an educational resource

              Background Disaster medicine education is an enormous challenge, but indispensable for disaster preparedness. Aims We aimed to develop and implement a disaster medicine curriculum for medical student education that can serve as a peer-reviewed, structured educational guide and resource. Additionally, the process of designing, approving and implementing such a curriculum is presented. Methods The six-step approach to curriculum development for medical education was used as a formal process instrument. Recognized experts from professional and governmental bodies involved in disaster health care provided input using disaster-related physician training programs, scientific evidence if available, proposals for education by international disaster medicine organizations and their expertise as the basis for content development. Results The final course consisted of 14 modules composed of 2-h units. The concepts of disaster medicine, including response, medical assistance, law, command, coordination, communication, and mass casualty management, are introduced. Hospital preparedness plans and experiences from worldwide disaster assistance are reviewed. Life-saving emergency and limited individual treatment under disaster conditions are discussed. Specifics of initial management of explosive, war-related, radiological/nuclear, chemical, and biological incidents emphasizing infectious diseases and terrorist attacks are presented. An evacuation exercise is completed, and a mass casualty triage is simulated in collaboration with local disaster response agencies. Decontamination procedures are demonstrated at a nuclear power plant or the local fire department, and personal decontamination practices are exercised. Mannequin resuscitation is practiced while personal protective equipment is utilized. An interactive review of professional ethics, stress disorders, psychosocial interventions, and quality improvement efforts complete the training. Conclusions The curriculum offers medical disaster education in a reasonable time frame, interdisciplinary format, and multi-experiential course. It can serve as a template for basic medical student disaster education. Because of its comprehensive but flexible structure, it should also be helpful for other health-care professional student disaster education programs.
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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
                2020
                : 23
                : 5
                : 243-249
                Affiliations
                [1] Coquimbo Antofagasta orgnameUniversidad Católica del Norte Chile
                [3] Coquimbo orgnameHospital de Coquimbo orgdiv1Servicio de Emergencia Chile
                [2] Coquimbo orgnameServicio de Salud de Coquimbo Chile
                Article
                S2014-98322020000600003 S2014-9832(20)02300500003
                f97c73f7-e321-4c31-8c18-76d8500ac7cf

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

                History
                : 30 March 2020
                : 04 March 2020
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 15, Pages: 7
                Product

                SciELO Spain

                Categories
                Originales

                Simulation space,Educación médica,Medical education,Emergencias,Emergencies,Espacio simulado,Disasters,Desastres

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