[Remote simulation with simulated patient: Initial clinical learning experience in medical students].

Autor:	Godoy-Pozo J; Instituto de Enfermería, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile., Illesca Pretty M; Departamento de Medicina Interna, Facultad de Medicina, Universidad de La Frontera, Temuco, Chile., Vidal Villa A; Instituto de Anatomía, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile., Sanhueza Ríos G; Instituto de Enfermería, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile., Hidalgo Godoy J; Instituto de Medicina, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile., Seguel Palma F; Instituto de Enfermería, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile., Mellado Cofré S; Policlínico de Cardiología, Consultorio Adosado a Especialidades, Hospital Base Valdivia; Pabellón de Hemodinamia, Valdivia, Chile.
Jazyk:	Spanish; Castilian
Zdroj:	Revista medica de Chile [Rev Med Chil] 2023 Nov; Vol. 151 (11), pp. 1446-1455.
DOI:	10.4067/s0034-98872023001101446
Abstrakt:	Aim: To contribute to the development of disciplinary and generic competencies of medical students at Universidad Austral de Chile. through the incorporation of student- centered educational didactics such as remote simulation with a simulated patient (SP). Material and Method: Quantitative, cross-sectional and descriptive research. Non-probabilistic sample included 68 third-year medical students who played two roles: interviewer and evaluator/observer. An instrument adapted from a satisfaction survey was used, applying it at the end of the experience in an anonymous and voluntary digital format (Google Forms). This tool covered 4 areas: Organization, Methodology, Self-assessment, and Evaluation of teaching performance, with closed Likert-type questions of five ordinal categories, two dichotomous questions (yes/no), and 4 open questions. The quantitative analysis was carried out using the SPSS program, and the qualitative one (open questions) with a progressive reduction scheme through three levels. Confidentiality and the fictional contract were protected with signature. Results: The educational experience was very well valued by the students. Similar tendencies were showed in the perception of simulation among the groups that performed the roles of interviewer and evaluator/observer. Conclusions: It is essential to incorporate this type of educational experience into the medical curriculum, since it constitutes a valuable contribution to the development of competencies, through experiential learning, connecting the student with reality, with their emotions, knowledge, and abilities. This approach promotes empathy and communication skills, promoting reflection and self-criticism.
Databáze:	MEDLINE
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