Abstract Title
Minimum frequency of simulation sessions to acquire cross skills in medical students

Authors

Rodrigo Avila Dominguez
Pablo Mahana Tumani
Carlos Rivera Prat MD
Peter McColl Calvo MD

Theme

10II Simulator

INSTITUTION

Universidad Andres Bello - School of Medicine, Chile

Background

It is known that the learning through competency, a much more comprehensive performance is achieved, being able to develop a capacity to respond to the requirements through a combination of practical and cognitive skills for the student to be capable of reflecting on their decisions on funcion values and good judgment.

Clinical Simulation has proved to be an indispensable tool in the training of medical students and in the skills acquisition, by improving retention of medical knowledge, comunication and teamwork, skills developement and reduce stress during procedures. That is why Universidad Andrés Bello School of Medicine has incorporated in the training of their students in various undergraduate courses.

Summary of Results

19 medical graduates answered the survey. 89% currently work in an emergency room and had faced life-threatening emergency situations.

68% strongly agreed that clinical simulation, communication skills, teamwork and leadership acquired contributed positively in their professional clinical practice. The remaining 26% agreed. Only one indifferent results observed.

89% strongly agree that structured debriefing is fundamental to learn from mistakes. 42% think that should be more number of training.

Take-home Messages

Forming groups of equal number of students may decrease the achievement gap between teams.

Present the evaluation rubric to students at the beginning of this intership could improve achievement against each specific competency. 

 

References

Okuda, Yasuharu, et al. "The utility of simulation in medical education: what is the evidence?." Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine 76.4 (2009): 330-343.

Gaba, David M. "The future vision of simulation in healthcare." Simulation in Healthcare 2.2 (2007): 126-135

Maran, N. J., and R. J. Glavin. "Low‐to high‐fidelity simulation–a continuum of medical education?." Medical education 37.s1 (2003): 22-28.

García-García, J. A., González-Martínez, J. F., Estrada-Aguilar, L., & Uriega-González, S. (2010). Educación médica basada en competencias. Rev Med Hosp Gen Mex [online], 73(1), 57-69.

Summary of Work

Determine the minimum frequency of simulation sessions to acquire cross skills in handling medical emergencies.

Seventeen internship medical students of Universidad Andrés Bello School of Medicine in Viña del Mar, Chile, were challenged seven emergency medical scenarios in high-fidelity human simulator, Istan Meti, from CAE Healthcare, with estandarized medical Scenarios. Were divided into four groups, receiving the same initial information in each case. At the end of each, a structured debriefing was conducted. The scenarios run on computer platform with pre set responses. Students were evaluated by a common rubric that measured four domains: Leadership and Teamwork, Communication, Anticipate critical events and team Clinical Reasoning . The maximum score was 16 points to achieve (100 %).

Conclusion

Students achieve good performance (more than 90% non- critical errors) in the management of medical emergencies, after accomplished four scenarios.

Clinical simulation proves to be a significant and objective tool to improve cross skills in medical students.

Background
Summary of Results
Take-home Messages
References
Summary of Work
Conclusion
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