In this article we propose to address the importance of learning scenarios in a simulation center in graduate studies in Medicine. We will describe in detail the context in which this learning is developed. To do this, we need to reflect briefly on the contents that permit the configuration of these scenarios as teaching units, the objectives which should be commensurate with the level of training and experience of the students, the activities to develop and the means by which these are arranged, and, finally, the evaluation of the process. The development of this learning would not be possible without an activity guide, as a well as an evolution and debriefing stage.
In this article we want to offer some conclusions from our experience in these early years of the Bologna process and training by competencies in the teaching of degree in medicine our medical simulation Center. We will continue a descriptive method and we will try to explain how the setting of targets for the achievement of various competences set out in each course, are enhanced by the method of teaching by simulation and use this method offers us an extraordinary educational tool. Give prominence to the student in the learning process, requires teachers acquire new skills and change old habits in its educational style. On the other hand, the technological means available in the simulation Center, force teachers to reshape their goals because from the 1st year of medicine, all the training focuses on improving the quality of care and promoting patient safety ,ensuring that students learn to see in the disease, to the sick person, not just data or symptoms. That is, the ethical value of their performance. The high participation of students encouraged the emergence of errors in practice and this is a pedagogical value because it allows self-correction and the reflection. We note especially the influence it has on student motivation and willingness to work in the classroom. The Simulators Advanced can recreate learning scenarios with great realism, and becoming a valuable tool and a great impact on the student's learning process.RESUMENEn este artículo queremos ofrecer algunas conclusiones obtenidas de nuestra experiencia en estos primeros años de aplicación del Plan Bolonia y la formación por competencias en la enseñanza de grado en Medicina, desde la privilegiada visión docente en nuestro Centro de Simulación Médica. Seguiremos un método descriptivo y trataremos de exponer cómo el establecimiento de objetivos para el logro de las diversas competencias establecidas en cada curso, se ven potenciados por el método de enseñanza por simulación y el impulso motivador que dicho método ofrece como herramienta educativa. Otorgar el protagonismo del aprendizaje al alumno, exige al docente adquirir nuevas ha-bilidades y modificar viejas costumbres en su estilo educativo. Por otra parte, los medios de que se dispone en un Centro de Simulación obligan al docente a reconfigurar sus objetivos porque, ya desde 1º de Medicina, todas las actividades se enfocan a la mejora de la calidad asistencial y a la promoción de la seguridad en la atención del paciente. Algunas cualidades pedagógicas relevantes del Centro de Simulación son la alta participación del alumno, que propicia la aparición de los errores en las prácticas. También la reflexión continúa y la autoevaluación. Destaca el efecto que produce sobre la motivación del alumno y el ambiente de trabajo en el aula. Los escenarios de aprendizaje con simu-ladores avanzados convierten la simulación en una herramienta muy valiosa y de gran impacto en el proceso formativo del alumno.
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