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    Scopus© Citations 2  2
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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
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    Marco Bettancourt González
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    Catalina Atuez Araya
    ;
    Matías Aravena González
    ;
    Yenny Plaza Órdenes
      1
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    Latin America Cutaneous Oncology Management (LACOM) I: The Role of Skin Care in Oncology Patients and Survivors
    (SanovaWorks, 2025-02-01)
    Daniel Alcalá Pérez
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    Ana Sofia Acosta Madiedo
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    Sebastian Andreani
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    Anneke Andriessen
    ;
    Hebert Cárdenas
      2
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    New standardized five-zone lobectomy with structured assessment in robotic surgery: the French lobectomy
    (AME Publishing Company, 2025-04)
    Gerardo Mordojovich
    ;
    Niek Hugen
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    Benjamin Bottet
    ;
    François Montagne
    ;
    Ilies Bouabdallah
    Scopus© Citations 2  1
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    Using the OSCE to assess medical students’ communication and clinical reasoning during five years of restricted clinical practice
    (Springer Science and Business Media LLC, 2025-04-25)
    Armijo-Rivera Soledad
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    Zamorano Saavedra Catalina
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    Vicencio-Clarke Scarlett
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    Behrens Pérez Claudia
    ;
    Pérez-Villalobos Cristhian
    Scopus© Citations 1  1
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      6Scopus© Citations 1
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    Simulation scenario design model for training clinical reasoning in undergraduate medical students
    (2023)
    Soledad Armijo Rivera
    ;
    Cristian Labarca Solar
    ;
    Cristian Pérez Villalobos
    ;
    Claudia Behrens Pérez
    ;
    Catalina Tamburrino Díaz
    <jats:p>Introduction: Clinical reasoning is a complex task that physicians use when treating patients, and it can be carried out through intuitive and analytical processes. Clinical simulation is a tool to train reasoning, however, its evaluation remains challenging. In the present study, we evaluated the scenario design template for clinical reasoning associated with using an observation scale applied to medical students in two sequential simulation scenarios. Materials and methods: Two simulation scenarios with 4 levels of complexity were designed to manage sepsis in adult patients, where 12 groups of 8 students participated. These simulations were recorded and later analyzed by qualified observers through a guideline built on the conceptual proposals of Croskerry, Braun, and Pennaforte. Results: The scenarios were carried out in an average of 12 minutes. Most students established the diagnosis and initial management through the partial collection of information, showing control of intuitive reasoning in 98 % of the cases, whereas only 10,4 % achieved the analytical processes. Conclusion: The design of simulation scenarios composed of different levels of complexity could promote the development of clinical reasoning. Using an observation guideline allowed the analysis of the clinical reasoning process in realistic environments and without interruptions and could be used to guide debriefings.</jats:p>
      8
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    Medical students and graduates’ perceptions of preparation to face a patient's death
    (2023-01-01)
    Ferrada, Pedro Lavín
    ;
    Christian, Dominga Rodríguez
    ;
    BECA INFANTE, JUAN PABLO  
    Historically, death has been socially accepted, but for the last decades it has been hidden in hospitals, transforming physicians into “death specialists''. Thus, medical graduates should feel prepared to assume this responsibility accompanying the patient and their family through the process. With this in consideration, the present work explores students´ and graduates´ perceptions of preparation to face a patient's death (SPEM) in a Chilean Medical school and identifies SPEM-associated characteristics. An observational study was performed using a digital form sent by email to interns and 2018 and 2019 graduates of the Facultad de Medicina CAS-UDD, in which they were asked about their SPEM and possible SPEM-related variables. The results showed that 63% and 31% of interns and graduates reported feeling inadequately prepared or unprepared to address a patient's death, respectively. During the first two years of their profession, 71% of graduates faced a patient's death. There was a significant correlation between the SPEM and death-facing training. Considering these results and the previous evidence of the positive impact that classes and courses have on SPEM, it is suggested that an obligatory course should be added to improve SPEM in medical students.
      1Scopus© Citations 1  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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    Scopus© Citations 14  2