Educación basada en simulación: polemizando bases teóricas de la formación docente

Abstract

Enseñar a través de la simulación clínica requiere una formación docente específica. Las teorías habitualmente utilizadas en nuestra región componen un estrecho marco epistemológico que es necesario revisar con una mirada crítica. En el presente artículo reflexionamos sobre los modelos teóricos de Kolb, Lewin, Knowles y Miller, y presentamos algunos conceptos prometedores para su incorporación en el debate de la formación docente con el ánimo de contribuir a la consolidación de una identidad latinoamericana en el campo de la simulación clínica.

Psychometric assessment of the quality and satisfaction survey of clinical simulation and brief scale of perception of the quality of objective structured clinical examination in Chilean nursing students

“…In order to choose the relevant assessment tool, the skills that need to be developed must be taken into account. According to Miller (7) there are four stages (knowledge, competence, performance and action) in his framework (pyramid) in which the Objective Structured Clinical Examination (OSCE) is in the performance stage (shows how) is one of the strategies proposed for the evaluation of competences (4,8). OSCE has been described as an assessment tool based on the principles of objectivity and standardisation, allowing the assessment of performance in a simulated environment of candidates compared to scoring schemes by trained assessors and has been proposed as the most appropriate way to assess performance (shows how) (9).…”