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Coronavirus disease-19 has imposed a new reality through the pandemic that it has caused, and this presents challenges to healthcare professionals and systems. The high rate of transmissibility of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), through droplets, aerosols and contaminated surfaces, has led to development of strict protocols for individual and collective protection for patient care, 1,2 which have been implemented throughout hospitals. Adaptations to protocols for procedures have been brought in, including use of alternative medications to minimize virus transmission in aerosol-producing procedures, donning and doffing of personal protective equipment (PPE) and other measures.The implementation of these new protocols has required training for all front-line healthcare workers, without endangering them or their patients. Use of simulations may be an appropriate way for providing training since this replicates real-environment situations in a safe environment, and thus protects both patients and professionals from unnecessary risks. Simulation training has been widely used for continuing professional development, in order to train healthcare professionals in relation to new systems, thereby enabling them to remain up-to-date regarding new demands and protocols within their clinical practice. [3][4][5][6][7] Simulation has played a key role in testing and implementing new workflow structures, new protocols and cognitive resources, 8 through offering participants the possibility to practice rare and critical events in a controlled environment. 9In the current pandemic, simulation has been shown to be useful for testing healthcare systems, processes and new protocols. [10][11][12][13][14][15] Moreover, studies have shown that simulation is an appropriate teaching tool that has the capacity to quickly prepare frontline teams for changes that are necessary, through generating gains in knowledge and skills. 10,13,16,17

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Introduction: The learning process has changed its methodology as well as its tools, due to the students’ profile transformation and the advance of technology. The way the students are taught and assessed is still a challenge to the professor. In this context, Influence Diagram (ID) are appropriate to simulate many aspects of the clinical thinking. Objective: Thus, the main objective of this study is to propose a computerized simulator, structured in ID, a probabilistic network that will be built to develop and evaluate the knowledge of physiotherapeutic assessment. Method: This is a methodological study. Results: Structured simulators in ID make the abilities and knowledge training safer, in controlled environment and allows to the student a constant assess. Therefore, we proposed the building of a simulator, aiming to train the abilities and competences, in a pleasant and stimulating way to the student. Final considerations: We hope that this supporting tool to the learning methodology in the physiotherapeutic assessment could be integrated to the curricular unity to train the students, to enlarge their knowledge as well as their capacity to make decisions, and also to develop and boost the students’ competences and abilities, minimizing the problems in physiotherapeutic assessment

Figure 1 Exon 6 sequence is represented in codon-type division. Gray boxes are consensus sequence of the splicing site. NM_033507.1 is the access number to the sequence. Proband: this study. Y means C or T on that position.

et al.: Indentification of single base mutations in the GCK gene of patients with diagnosis of MODY2. Diabetology & Metabolic Syndrome 2015 7(Suppl 1):A220.