A collaborative clinical simulation model for the development of competencies by medical students

Guiñez-Molinos, Sergio; Martínez-Molina, Agustín; Gomar-Sancho, Carmen; González, Víctor B. Arias; Szyld, Demian; Garrido, Encarnación García; Lizama, Patricio Maragaño

doi:10.1080/0142159x.2016.1248913

Cited by 20 publications

(41 citation statements)

References 55 publications

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“…Para grupos nume rosos, como fue el caso de las alumnas del máster, en donde no es posible hacer casos simulados, la vi sualización activa de videos permite un debriefing extenso y concluyente sobre la actuación profesional en la competencia VP. Las ventajas del debriefing colaborativo [25] permitió aplicar esta técnica a los grupos numerosos de enfermería.…”

Section: Discussionunclassified

Simulación para formar en la competencia de valoración preanestésica: diseño común para residentes de primer año de anestesiología y enfermeras de anestesia

López-Baamonde

Martín-Calabuig

Coca

et al. 2018

FEM

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Introducción. La valoración preanestésica (VP) es una competencia compleja que debe adquirir el residente de anestesia tempranamente. La incorporación de enfermería especializada en la VP ha demostrado ser segura y eficaz. No existen recomendaciones para el entrenamiento en VP. La simulación puede ser una metodología apropiada para acortar el tiempo de adquisición de la competencia. Objetivo. Describir detalladamente el diseño y aplicación de un taller de simulación para formar residentes de anestesiología y enfermeras posgraduadas en la competencia VP. Sujetos y métodos. Taller de dos horas de duración con casos clínicos en formato video y ejecutados mediante técnica de role-playing. Los componentes fueron dos videos de grabación propia (el primero, de una VP con errores, y el otro, con una VP correctamente realizada), una plantilla para que cada alumno valorara en los videos los componentes técnicos y no técnicos de las competencias de la VP y una encuesta de satisfacción para alumnos e instructores. En el grupo de residentes se añadieron tres escenarios de VP de pacientes complejos. Resultados. Se analizaron las encuestas de los 10 residentes de dos promociones y de 60 enfermeras. La satisfacción de los dos tipos de alumnos y de los instructores sobre el aprendizaje fue muy alta. En el caso de las enfermeras, más del 85% de las alumnas de las promociones que recibieron el taller superaron la estación VP de la evaluación clínica objetiva estructurada (ECOE) frente a sólo el 20% de la promoción anterior. Conclusiones. El taller de VP con formato video y role-playing permite entrenar la competencia VP a residentes de anestesia y enfermeras posgraduadas, mejorando el rendimiento de éstas en la ECOE. Palabras clave. Competencias de enfermería. Educación. Residentes de anestesiología. Simulación. Valoración preanestésica. Videos formativos.

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Section: Discussionunclassified

Simulación para formar en la competencia de valoración preanestésica: diseño común para residentes de primer año de anestesiología y enfermeras de anestesia

López-Baamonde

Martín-Calabuig

Coca

et al. 2018

FEM

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“…This phase is a critical aspect because it lays the foundation for all the subsequent project work, and it affects the success of the development project [22]. The CCS model [15] was the primary source of the requirements elicitation, which analyzes and documents the requirements via four phases. The process was conducted by the lead researcher of the web platform development (SGM) to ensure the quality and completeness of the CCS model.…”

Section: Methodsmentioning

confidence: 99%

“…The collaborative clinical simulation (CCS) model is a structured learning model for the acquisition and assessment of clinical competencies through small groups working collaboratively to design and perform in simulated environments supported by technology [15]. CCS is presently a comprehensive model because it contains essential considerations and recommendations from both paradigms (ie, CS and CSCL) [15].…”

Section: Introductionmentioning

confidence: 99%

“…The medical students create a clinical case in small groups working separately. Each group is given 60 minutes for designing the simulated scenarios, with roles, medical records, nursing sheets, and assessments [15]. The designer groups apply the clinical cases created in the simulation session to another group (ie, performer groups) and evaluate their performance, with templates given by the teacher, during the collaborative simulation phase.…”

Section: Introductionmentioning

confidence: 99%

“…Considering the importance of tracking the progress of medical students adequately, the web platform was created to strengthen the CCS model [15], assist in the co-construction of shared understanding, and research the interactions between participants in simulation activities with technology [18]. The development of an electronic registry for CSs has the potential to positively affect the medical trainee workflow through different mechanisms, including reducing time spent in design, accessing cases, easing the process of data retrieval, providing greater remote access, and monitoring the progress of medical students [19].…”

Section: Introductionmentioning

confidence: 99%

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A Web Platform (MOSAICO) to Design, Perform, and Assess Collaborative Clinical Scenarios for Medical Students: Viewpoint

Guiñez-Molinos¹,

Díaz²,

Sancho³

et al. 2021

JMIR Med Educ

Self Cite

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Background The collaborative clinical simulation (CCS) model is a structured method for the development and assessment of clinical competencies through small groups working collaboratively in simulated environments. From 2016 onward, the CCS model has been applied successfully among undergraduate and graduate medical students from the Universidad de Talca, Chile; the Universität de Barcelona, Spain; and the Universidad de Vic-Manresa, Spain. All the templates for building the clinical cases and the assessment instruments with CCS were printed on paper. Considering the large number of CCS sessions and the number of participating students that are required throughout the medical degree curriculum, it is impossible to keep an organized record when the instruments are printed on paper. Moreover, with the COVID-19 pandemic, web platforms have become important as safe training environments for students and medical faculties; this new educational environment should include the consolidation and adaptation of didactic sessions that create and use available virtual cases and use different web platforms. Objective The goal of this study is to describe the design and development of a web platform that was created to strengthen the CCS model. Methods The design of the web platform aimed to support each phase of the CCS by incorporating functional requirements (ie, features that the web platform will be able to perform) and nonfunctional requirements (ie, how the web platform should behave) that are needed to run collaborative sessions. The software was developed under the Model-View-Controller architecture to separate the views from the data model and the business logic. Results MOSAICO is a web platform used to design, perform, and assess collaborative clinical scenarios for medical students. MOSAICO has four modules: educational design, students’ collaborative design, collaborative simulation, and collaborative debriefing. The web platform has three different user profiles: academic simulation unit, teacher, and student. These users interact under different roles in collaborative simulations. MOSAICO enables a collaborative environment, which is connected via the internet, to design clinical scenarios guided by the teacher and enables the use of all data generated to be discussed in the debriefing session with the teacher as a guide. The web platform is running at the Universidad de Talca in Chile and is supporting collaborative simulation activities via the internet for two medical courses: (1) Semiology for third-year students (70 students in total) and (2) Medical Genetics for fifth-year students (30 students in total). Conclusions MOSAICO is applicable within the CCS model and is used frequently in different simulation sessions at the Universidad de Talca, where medical students can work collaboratively via the internet. MOSAICO simplifies the application and reuse of clinical simulation scenarios, allowing its use in multiple simulation centers. Moreover, its applications in different courses (ie, a large part of the medical curriculum) support the automatic tracking of simulation activities and their assessment.

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Simulation in Healthcare, a Resource in Times of Crisis. A Look Back and a Look Forward

Escudero

2022

Professional and Practice-Based Learning

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A collaborative clinical simulation model for the development of competencies by medical students

Cited by 20 publications

References 55 publications

Simulación para formar en la competencia de valoración preanestésica: diseño común para residentes de primer año de anestesiología y enfermeras de anestesia

Simulación para formar en la competencia de valoración preanestésica: diseño común para residentes de primer año de anestesiología y enfermeras de anestesia

A Web Platform (MOSAICO) to Design, Perform, and Assess Collaborative Clinical Scenarios for Medical Students: Viewpoint

Simulation in Healthcare, a Resource in Times of Crisis. A Look Back and a Look Forward

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