Evidence of the usefulness of clinical simulation in building the professional competencies of medical students

Authors

DOI:

https://doi.org/10.56294/gr2025103

Keywords:

Continuing Medical Education, Undergraduate Medicine, Simulation, Translational Study, Formative Evaluation

Abstract

Introduction: clinical simulation is a key tool for balancing medical skills development and patient safety.
Objective: to identify possible points for improvement in the learning of medical skills in clinical simulation within the IAU as judged by students.
Methods: a cross-sectional, descriptive study was conducted. UAI students who had taken the rotating internship and received simulation sessions were selected. The study setting will be exclusively university and data will be collected by means of surveys. The surveys were elaborated according to McGaghie's 12 sections.
Results: the survey was administered to 57 students, with a gender distribution of 33 % male and 67 % female. 57 % had previous experience in a health center outside the IAU. Seventy-five percent considered the simulation to be effective in acquiring skills, and 79 % thought that the evaluations reflected their competencies. However, 63 % thought that the transfer to clinical practice could be improved, and 47 % saw teamwork as ineffective.
Conclusions: although the simulations are valued for their realism and effectiveness, areas for improvement were identified, such as curricular integration, evaluation methods, exposure time, and instructor training. It is also suggested to optimize the transfer of skills to real clinical practice and teamwork training

References

1. Stefl M. To Err is Human: Building a Safer Health System in 1999. Frontiers of health services management. 1 2001;18:1-2.

2. Dávila-Cervantes A. Simulación en Educación Médica. Investigación en Educación Médica. 2014; 3(10):100-105. DOI: 10.1016/S2007-5057(14)72733-4

3. Ziv A, Ben-David S, Ziv M. Simulation based medical education: an opportunity to learn from errors. Med Teach. mayo de 2005;27(3):193-9.

4. Gutiérrez LH, Núñez AVB, Cárdenas CD, Cortés HEO, Gabriela A, Sánchez O, et al. La seguridad del paciente y la simulación clínica. Rev Fac Med UNAM 2017; 60 (S1):11-18.

5. Institute of Medicine (US) Committee on Quality of Health Care in America. Crossing the Quality Chasm: A New Health System for the 21st Century [Internet]. Washington (DC): National Academies Press (US); 2001 [citado 3 de junio de 2024]. Disponible en: http://www.ncbi.nlm.nih.gov/books/NBK222274/

6. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-Based Medical Education: An Ethical Imperative. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. 2006;1(4):252-6.

7. McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003–2009: Simulation-based medical education research 2003–2009. Medical Education. enero de 2010;44(1):50-63.

8. Rudolph JW, Simon R, Raemer DB, Eppich WJ. Debriefing as Formative Assessment: Closing Performance Gaps in Medical Education. Academic Emergency Medicine. noviembre de 2008;15(11):1010-6.

9. Fitch MT. Using high-fidelity emergency simulation with large groups of preclinical medical students in a basic science course. Med Teach. marzo de 2007;29(2-3):261-3.

10. Graber MA, Wyatt C, Kasparek L, Xu Y. Does simulator training for medical students change patient opinions and attitudes toward medical student procedures in the emergency department? Acad Emerg Med. julio de 2005;12(7):635-9.

11. Waring MJ, Arrowsmith J, Leach AR, Leeson PD, Mandrell S, Owen RM, et al. An analysis of the attrition of drug candidates from four major pharmaceutical companies. Nat Rev Drug Discov. julio de 2015;14(7):475-86.

12. Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, et al. Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis. Medical Teacher. enero de 2013;35(1):e867-98.

13. McGaghie WC, Draycott TJ, Dunn WF, Lopez CM, Stefanidis D. Evaluating the Impact of Simulation on Translational Patient Outcomes. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. agosto de 2011;6(7):S42-7.

14. Barry Issenberg S, Mcgaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher. enero de 2005;27(1):10-28.

15. Rosen MA, Hunt EA, Pronovost PJ, Federowicz MA, Weaver SJ. In Situ Simulation in Continuing Education for the Health Care Professions: A Systematic Review. Journal of Continuing Education in the Health Professions. 2012;32(4):243-54.

16. McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. Revisiting ‘A critical review of simulation-based medical education research: 2003-2009’. Med Educ. octubre de 2016;50(10):986-91.

17. Okuda Y, Bryson EO, DeMaria S, Jacobson L, Quinones J, Shen B, et al. The Utility of Simulation in Medical Education: What Is the Evidence? Mount Sinai J Medicine. agosto de 2009;76(4):330-43.

18. Norman G, Dore K, Grierson L. The minimal relationship between simulation fidelity and transfer of learning. Medical Education. julio de 2012;46(7):636-47.

19. Kneebone RL, Scott W, Darzi A, Horrocks M. Simulation and clinical practice: strengthening the relationship. Med Educ. octubre de 2004;38(10):1095-102.

20. Roizen MF. Technology-enhanced simulation for health professions education: a systematic review and meta- analysis. Yearbook of Anesthesiology and Pain Management. enero de 2012;2012:414-5.

21. Riancho J, Maestre JM, Moral I del, Riancho JA. Simulación clínica de alto realismo: una experiencia en el pregrado. Educación Médica. junio de 2012;15(2):109-15.

22. Hunt EA, Shilkofski NA, Stavroudis TA, Nelson KL. Simulation: Translation to Improved Team Performance. Anesthesiology Clinics. 1 de junio de 2007;25(2):301-19.

23. Allan CK, Thiagarajan RR, Beke D, Imprescia A, Kappus LJ, Garden A, et al. Simulation-based training delivered directly to the pediatric cardiac intensive care unit engenders preparedness, comfort, and decreased anxiety among multidisciplinary resuscitation teams. J Thorac Cardiovasc Surg. septiembre de 2010;140(3):646-52.

24. Britt RC, Reed SF, Britt LD. Central Line Simulation: A New Training Algorithm. The American SurgeonTM. 1 de julio de 2007;73(7):680-2.

25. Grudziak J, Herndon B, Dancel RD, Arora H, Tignanelli CJ, Phillips MR, et al. Standardized, Interdepartmental, Simulation-Based Central Line Insertion Course Closes an Educational Gap and Improves Intern Comfort with the Procedure. Am Surg. 1 de junio de 2017;83(6):536-40.

26. Udayashankar Sulibele US, Prajapati S, Desai M. The Effects of Collaborative Simulation Education on Patient Safety in Medical Education. Salud, Ciencia y Tecnología. 2023;3:457. https://doi.org/10.56294/saludcyt2023457

27. Wang X, Yufeng W, Huang X. The effect of education with case-based scenario simulation on interns’ proficiency in cardiopulmonary resuscitation. Salud, Ciencia y Tecnología - Serie de Conferencias. 2024; 3:1032. https://doi.org/10.56294/sctconf20241032

28. Pregowska A, Osial M, Gajda A. What will the education of the future look like? How have Metaverse and Extended Reality affected the higher education systems?. Metaverse Basic and Applied Research. 2023; 3:57. https://doi.org/10.56294/mr202457

Downloads

Published

2025-01-01

How to Cite

1.
Palacios Baldoceda DW, Teragni E. Evidence of the usefulness of clinical simulation in building the professional competencies of medical students. Gamification and Augmented Reality [Internet]. 2025 Jan. 1 [cited 2024 Dec. 12];3:103. Available from: https://gr.ageditor.ar/index.php/gr/article/view/103