Universidad del Desarrollo

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Evolución de la aplicación del concepto de integración curricular de simulación clínica: Una revisión con foco en el pregrado de carreras de salud
(SciELO Agencia Nacional de Investigacion y Desarrollo (ANID), 2025-01)
Francisca Torres Suazo
;
Marco Bettancourt González
;
Catalina Atuez Araya
;
Matías Aravena González
;
Yenny Plaza Órdenes
1
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Developing clinical decision making in stroke through virtual online simulation: automated asynchronous or instructor-led synchronous feedback? A randomized controlled trial
(2023)
Valentina Fuentes Lombardo
;
Javier Palominos Salas
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María A. Pettersen Correa
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Patricio Caro Guerra
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NAVIA GONZALEZ, VICTOR HUGO
<jats:p>Aim: to determine whether asynchronous virtual simulation with automatic feedback enhances learning about clinical decision-making in stroke compared with synchronous simulation with instructor-guided feedback in 4th-year medical students. We hypothesize that instructor-guided feedback drives better learning than automatic feedback. Methodology: a quantitative randomized controlled parallel study was designed using the CONSORT extension to simulation studies. Twenty 4th year undergraduate medical students were divided into two groups. One group performed virtual simulations with instructor-guided feedback, and the other worked autonomously with automatic feedback. We administered a knowledge score test survey before and after applying the intervention bundle and a usefulness perception survey. Two-way repeated measures analysis of variance (ANOVA) was used to compare changes in performance. Results: the results of the two-way ANOVA on the performance level showed no significant changes between groups and between the first and third scenarios (p=0,428). Analysis of the simple main effect showed no significant difference between groups in the post-test (p =0,086) and no significant difference after the third scenario in the Synchronous (p = 0,001) and Asynchronous (p = 0,009) groups. The most remarkable improvement was the International Normalized Ratio that contraindicates thrombolysis (70 % improvement), followed by the first-line drug for hypertension and the platelet value that contraindicates thrombolysis (25 % improvement for both). Conclusion: we did not identify differences in student stroke knowledge gained via virtual simulation with automated v/s instructor-guided feedback. The students learned specific elements linked to the safety of administering thrombolytics in patients with stroke.</jats:p>
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Application of the Team Emergency Assessment Measure Scale in undergraduate medical students and interprofessional clinical teams: validity evidence of a Spanish version applied in Chile
(2023)
Soledad Armijo-Rivera
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Sandra Ferrada-Rivera
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Marcela Aliaga-Toledo
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Leonardo A. Pérez
<jats:sec><jats:title>Background</jats:title><jats:p>Teamwork is one of the competencies necessary for physicians to work effectively in health systems and is a competency that can be developed with simulation in professionals and medicine students. The Team Emergency Assessment Measurement (TEAM) was created to evaluate the non-technical performance of team members during resuscitation events in real teams. The TEAM scale includes items to assess leadership, teamwork, situational awareness, and task management. An objective evaluation tool in Spanish is valuable for training health professionals at all undergraduate and continuing education levels. This study aimed to generate evidence of the validity of the Team Emergency Assessment Measure (TEAM) in Spanish to measure the performance of medical students and adult, pediatric, and obstetric emergency clinical teams in simulated emergencies as a self-assessment tool.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>To develop the Spanish version of the instrument, a forward and backward translation process was followed by independent translators, native and fluent in English and Spanish, and a review by a panel of Chilean experts comprising three trained simulation instructors to verify semantics and cultural equivalence. High-fidelity simulations with debriefing were conducted with 5th-year medical students, in which students and instructors applied the Spanish version of the TEAM scale. In the second stage, adult, pediatric, and obstetric emergency management simulations were conducted using the TEAM scale for real clinical teams as a self-assessment tool.</jats:p></jats:sec><jats:sec><jats:title>Findings</jats:title><jats:p>By applying the overall TEAM scale to medicine students and clinical teams, Cronbach's alpha was 0.921. For medical students' self-assessment, we obtained Cronbach's alpha of 0.869. No significant differences were found between the overall scores and the scores by dimensions evaluated by instructors and students (<jats:italic>p</jats:italic> &gt; 0.05). In the case of clinical team training, Cronbach's alpha was 0.755 for adult emergency teams, 0.797 for pediatric emergency teams, and 0.853 for obstetric emergency teams.</jats:p></jats:sec><jats:sec><jats:title>Conclusion</jats:title><jats:p>The validated instrument is adequate for evaluating teamwork in medical student simulations by instructors and peers and for self-assessment in adult, pediatric, and obstetric emergency clinical teams.</jats:p></jats:sec>
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