El desarrollo de profesionales reflexivos: una experiencia en la formación inicial de médicos a través de simulación clínica

Abstract

ResumenEn la investigación presentada en este artículo se analiza una experiencia de formación práctica desarrollada en los estudios de medicina en la Universidad de Cantabria, que parte de la realización de simulaciones clínicas y posteriores reflexiones conjuntas o "debriefings", en las que los alumnos aprenden en ambientes cuasireales que permiten ensayar los conocimientos, habilidades y actitudes que implicaría dicho desempeño en una situación real. Nos hemos servido de una metodología cualitativa con el fin de dar voz a los verdaderos implicados en la experiencia, los docentes y los alumnos, por considerar que contienen algunas de Development of reflective practitioners: an experience in the preservice medical training through clinical simulation. Ángela Saiz Linares Teresa Susinos Rada Universidad de Cantabria Spain AbstractIn the research presented below we analyze a practical experience developed in the initial doctor training at the University of Cantabria. This experience involves the implementation of clinical simulations and subsequent reflections, called "debriefings", between teachers and students, in which students train themselves in quasi-real environments for deploying the knowledge, skills and attitudes that this performance would imply in a real situation. We have used a qualitative methodology in order to give voice to the main participants in the experience, teachers and students, believing that they contain some of the

Validation of a questionnaire designed to measure nursing student satisfaction with practical training

“…This study attempted to propose a questionnaire that provides a valid measure of nursing student satisfaction across all dimensions of their practical training in both simulated and clinical environments. This part of the learning process is vital for nursing students, since it brings together previously acquired knowledge and a deeper applied knowledge of the discipline, laying the foundation for meaningful learning by encouraging reflection in action ( 1 - 3 ) . Hence the importance of developing ways and instruments that enable the accurate measurement of the practical training process as a whole, encompassing both real-life and simulated environments.…”

“…Nursing science should incorporate practical nursing knowledge based on a rationale that draws on that which is already known and that which is acquired from practical experience. This requires a dialectic that combines reflection in action, with action , and for action played out in practical contexts marked by continuous decision-making to promote the development of judicious, critical, and reflective professionals ( 1 ) .…”

Efectividad de la simulación en la educación médica desde la perspectiva de seguridad de pacientes

“…Estas competencias se favorecen con el uso de la simulación 11 , aumentando la conciencia del error y su valor pedagógico 12,13 .…”

“…En otro estudio 13 se valora el uso de simulaciones clínicas para mejorar la eficiencia al realizar reanimación con un nuevo carro de paro. Una revisión de las técnicas actuales revela que la simulación puede favorecer el desarrollo de las competencias del experto médico, del comunicador y del colaborador 18 .…”

Inside a 3D simulation: Realism, dramatism and challenge in the development of students’ teacher digital competence

“…Such under-exploitation is probably caused by the high overall cost of the simulations that we mentioned previously. In fact, in the teacher training context, simulations could account for the following special affordances: students learn in a safe environment, avoiding unachievable risks in the early stages of learning (Palés Argullós & Gomar Sancho, 2010); the time needed for learning is shortened, so the learning curve is much more favourable (Vazquez-Mata & Guillamet-Lloveras, 2009); it is possible to make mistakes with no consequences, which has an immense impact on learning (Ziv & Berkenstadt, 2008); the post-simulation debriefing is much more rewarding than it is when using other methodological strategies (Saiz Linares & Susinos Rada, 2014); the learning experience is much more motivating and transferable to reality (Norman et al, 2012). As a consequence, it can be considered that simulations can constitute an interesting value for educational purposes and for experiencing different teacher training settings.…”