Simulación clínica: una experiencia en fisioterapia

Abstract

Presenta la fundamentación teórica y metodológica que respaldó el proyecto “Práctica simulada en estudiantes de Fisioterapia para la toma de decisiones en la competencia clínica durante la atención de una persona con dolor lumbar. Colombia”, que emplea la práctica simulada en fisioterapia como estrategia para el desarrollo de la competencia transversal de razonamiento profesional. La práctica simulada se debe integrar en los procesos de enseñanza-aprendizaje, previo al ingreso a la práctica clínica; ya que promueve la integración conceptual y teórica con la práctica profesional por medio de la simulación de alta o baja fidelidad. También, se resalta la práctica simulada como estrategia de enseñanza, que debe estar fundamentada pedagógicamente para complementar las prácticas ya existentes y respaldada por un marco conceptual para la educación en salud.

Simulation in physiotherapy students for clinical decisions during interaction with people with low back pain: randomised controlled trial

“…Simulations can be used as a pedagogic tool that enables students to hone their treatment decision-making skills for patients with LBP. It is a potential strategy for developing diverse skills focused on the safety of the patient and the therapist [8]. Moreover, it allows the inclusion of simulated patients [9]; these are people who act out a specific health condition to facilitate teaching interpersonal and/or clinical skills [10].…”

Validity and Reliability of an Osce for Clinical Reasoning in Physiotherapy

“…It is important to identify validity and reliability as requirements of the tests and measurements to reflect the veracity of the data obtained through them, thus contributing to the curricular processes from the evaluation and learning (5,6). Therefore, the prior criteria of skills are reflected in the OSCE structure, which for this study was organized into seven stations (7,8): anamnesis, analysis of information through the selection of categories to examine, application of tests and measurements, registry (diagnosis, prognosis), intervention, evidence-based physiotherapy, and education in physiotherapy (9). These stations support the characteristics of the OSCE as a planned or structured and objective instrument, which was designed in coherence with the contents developed in assignments of the disciplinary professional areas of pathology, semiology, evaluation, and investigation, among others.…”