Implementation Barriers in Telesimulation as an Educational Strategy: An Interpretative Description.

Autor:	Gutierrez-Barreto SE; Department of Integration of Medical Sciences, National Autonomous University of Mexico, Mexico City, MEX., Argueta-Muñoz FD; Department of Integration of Medical Sciences, National Autonomous University of Mexico, Mexico City, MEX., Ramirez-Arias JD; Department of Integration of Medical Sciences, National Autonomous University of Mexico, Mexico City, MEX., Scherer-Castanedo E; Department of Integration of Medical Sciences, National Autonomous University of Mexico, Mexico City, MEX., Hernández-Gutiérrez LS; Department of Integration of Medical Sciences, National Autonomous University of Mexico, Mexico City, MEX., Olvera-Cortés HE; Department of Integration of Medical Sciences, National Autonomous University of Mexico, Mexico City, MEX.
Jazyk:	angličtina
Zdroj:	Cureus [Cureus] 2021 Sep 09; Vol. 13 (9), pp. e17852. Date of Electronic Publication: 2021 Sep 09 (Print Publication: 2021).
DOI:	10.7759/cureus.17852
Abstrakt:	Introduction Telesimulation is one of the different methodologies for distance learning to promote competency in medical trainees. This methodology needs to have professors, students, and standardized patients in one session to perform a teleconsultation. Telesimulation could lead to multiple implementation barriers. This study aims to describe the implementation barriers through the perspective of the professors, students, and standardized patients in a telesimulation scenario in undergraduate medical education. Method We designed and applied a telesimulation scenario in undergraduate medical students. Then we conducted an online questionnaire with the critical incidents technique. The study sample was 18 professors, 26 standardized patients, and 407 students Results We describe a taxonomy with five categories and each one with different subcategories: knowledge (clinical simulation, theoretical over the clinical case, and use of simulators), facilities (access, time of use, and functionality), financing (payment to staff and purchase of equipment), attitude (acceptance and emotion), and participants (communication, collaborative work, and debriefing). Conclusion The description of the implementation barriers through multiple perspectives generates a taxonomy that could improve the quality of the telesimulation. This taxonomy is a proposal to consider the design, implementation, and evaluation when a telesimulation is implemented. The taxonomy could generate a structured plan when the educators implement the telesimulations at their own institutions considering all the barriers proposed. Competing Interests: The authors have declared that no competing interests exist. (Copyright © 2021, Gutierrez-Barreto et al.)
Databáze:	MEDLINE
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