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Author: search.filters.author.Soledad Armijo-RiveraSubject: search.filters.subject.simulation training

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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
    ;
    María A. Pettersen Correa
    ;
    Patricio Caro Guerra
    ;
    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>
      15
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    Characterization of simulation centers and programs in Latin America according to the ASPIRE and SSH quality criteria
    (2021)
    Soledad Armijo-Rivera
    ;
    Felipe Machuca-Contreras
    ;
    Norma Raul
    ;
    Saionara Nunes de Oliveira
    ;
    Ismael Ballesteros Mendoza
    <jats:title>Abstract</jats:title><jats:sec> <jats:title>Background</jats:title> <jats:p>Latin American clinical simulation has had an important development; there are no studies that characterize simulation centers and programs in the entire region. The aims of this work are to characterize the current state of simulation-based education in the health sciences, to determine the structure of Latin American simulation centers in terms of teaching, research, and continuing medical education (CME), as well as to determine the perception of quality based on international standards of simulation practices for the directors of Latin American centers.</jats:p> </jats:sec><jats:sec> <jats:title>Methods</jats:title> <jats:p>A quantitative, descriptive, cross-sectional study with a demographic questionnaire and a Likert-type survey was conducted to the directors of the simulation centers found in Latin America.</jats:p> </jats:sec><jats:sec> <jats:title>Results</jats:title> <jats:p>Four hundred eight simulation centers were documented, the survey was answered by 240 directors, and the data from 149 were complete responses on the 42 quality self-perception scale and considered valid on further analyses related to the quality of the programs. Most of the centers that responded correspond to Chile, Brazil, and Mexico (37.5%, 18.1%, 12.7%). 84% of the centers are university-based, and 71% of the centers are medium-sized, with less than 10 instructors (54%). The directors are mostly women (61.7%), medical doctors (50%), and nurses (40%), with clinical specialization (37%), master’s degree (53%), and doctorate (13%). 75% have completed a simulation instructor course, and 6% have developed a fellowship. Most consider the maintenance of international quality standards to be relevant in their centers, mainly in reflective training techniques, ethical aspects, and adequate learning environments.</jats:p> </jats:sec><jats:sec> <jats:title>Conclusions</jats:title> <jats:p>Simulation-based education in health sciences has had an increasing development in Latin America, within a university environment, in an important academic specialization process that seeks to adhere to high-quality standards to improve training and development of clinical skills, human factors, and critical thinking. We recommend starting accreditation processes in Latin America and studies that measure the quality of simulation-based education in our region, based on objective observations more than in self-reporting.</jats:p> </jats:sec>
      19Scopus© Citations 23
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    Percepción de la simulación en obstetricia y ginecología en el pregrado y posgrado de una universidad privada chilena
    (2023)
    Elisa Díaz-Reiher
    ;
    María del M. Mora-Mourguiart
    ;
    Valentina Fuentes Lomb
    ;
    Victoria Sepúlveda-Camhi
    ;
    Rodrigo Latorre-Riquelme
      7
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      1Scopus© Citations 1  8