Creating Scenarios and Guiding Learning in a Medical Simulation Center

Abstract

In this article we propose to address the importance of learning scenarios in a simulation center in graduate studies in Medicine. We will describe in detail the context in which this learning is developed. To do this, we need to reflect briefly on the contents that permit the configuration of these scenarios as teaching units, the objectives which should be commensurate with the level of training and experience of the students, the activities to develop and the means by which these are arranged, and, finally, the evaluation of the process. The development of this learning would not be possible without an activity guide, as a well as an evolution and debriefing stage.

Preparing Medical Students to Become Effective Tutors: A Reaction, Learning and Behavior Evaluation Study

“…It appears that tutors were competent in making students engage in group work and had a major role in increasing the group dynamicity. In fact, students were able to construct knowledge by self-study and support of a senior student, which consequently encouraged them to participate in group discussions (19)(20)(21)(22)(23)(24). More intervention studies should be designed to compare the dynamicity between teams with and without tutors.…”