Telesimulación en la formación en medicina perioperatoria desde la perspectiva colombiana

Abstract

Telesimulación en la formación en medicina perioperatoria desde la perspectiva colombiana Telesimulation in perioperative medicine training from a Colombian perspective

Consejerías nutricionales online en la carrera de Nutrición y Dietética de la Universidad de Chile, una nueva actividad de enseñanza-aprendizaje en las prácticas profesionales

“…Regarding student's performance, students and teachers expressed a high level of general satisfaction, but teachers perceived the performance as regular in relation to the confidence of the student during the ONC. Previous studies have proposed that online teaching and learning strategies applied in the health area can be as effective as face-to-face teaching 12,13,14 . Among these strategies, nonface-to-face clinical simulation is recognized as versatile, efficient and low cost, allowing teaching and evaluation in times of pandemic 12 and is considered by students as a reasonable substitute for face-to-face learning 13 .…”

“…Previous studies have proposed that online teaching and learning strategies applied in the health area can be as effective as face-to-face teaching 12,13,14 . Among these strategies, nonface-to-face clinical simulation is recognized as versatile, efficient and low cost, allowing teaching and evaluation in times of pandemic 12 and is considered by students as a reasonable substitute for face-to-face learning 13 . Similarly, a recent review has supported the safety and effectiveness of telehealth for various clinical areas such as mental health, teleconsultation and nutrition, where telemedicine is equivalent to face-to-face health care 14 .…”

“…Also, telemedicine prevents the execution of anthropometric measurements to users (weight, height, and others), restricting the realization of an integrated and accurate nutritional diagnosis, as well as limiting the development of other practical skills in students, which require face-to-face contact with users. In this sense, some authors have reported difficulties associated with distance learning activities, such as the impossibility of developing motor skills, the need for internet connection, decreased interaction between teacher and students, increased levels of distraction, among others 12,16 . Therefore, it has been mentioned that it is necessary to complement online teaching and learning activities with face-to-face interventions with users, for the development of other practical skills in students 16 .…”

“…The strengths of this study are associated with the use of telemedicine as an innovative teaching and learning methodology, which allows to continue with the training of students in PP, despite the mobility restrictions generated by the pandemic, in addition to reducing the risk of infection to users, students and teachers, reducing costs and time associated with travel 15,22,23 . Other studies indicate that virtual health activities, in addition to allowing social distancing, are a versatile, efficient and relatively low-cost strategy that allows teaching, learning and evaluation, with the advantages offered by deliberate reflection in real time, generating greater cognitive engagement and possibly greater learning in students 12,16 .…”

Telesimulación para la formación de estudiantes de obstetricia y puericultura durante la pandemia por COVID-19. Estudio observacional

“…Esta estrategia ha mostrado ser de utilidad para el aprendizaje de conceptos y la satisfacción de los estudiantes. 4 El concepto de telesimulación se define como un proceso mediante el cual se utilizan recursos de simulación y telecomunicaciones para brindar educación, capacitación y/o evaluación a los alumnos en una ubicación externa. Esta definición unificadora abarca todas las áreas en las que se han utilizado recursos de telecomunicaciones y simulación en el pasado, al mismo tiempo que permite su crecimiento en el campo de la educación médica, que incluye todos los dominios del aprendizaje.…”