Pause-reflection in education based on clinical simulation
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Keywords
Education, Clinical simulation, Discussion pause, Reflection
Abstract
Simulation-Based Education for the teaching of health sciences competences has a pedagogical foundation in learning theories, which allows it to have a variety of educational strategies and methods. During clinical simulation scenarios, the pause-reflection favors the student having contextualized, experiential and meaningful learning. The pause-reflection gives space to reduce the stress experienced on the stage, reduces the cognitive load, favors carrying out a microdebriefing to analyze the errors and correct them immediately, then the stage is resumed, with the possibility of repetition, in such a way that the The teaching-learning process is progressive and in real time, in a safe environment for the student, the instructor / facilitator and the simulator as a patient.
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Alba Brenda Daniel Guerrero, National Autonomous University of Mexico, Mexico
Medical surgeon graduated from the Faculty of Medicine, National Autonomous University of Mexico, PhD in Education from the Center for Higher Studies in Education. Master of Science in Education from the Institute of University Studies. Instructor in advanced EUSim simulation and clinical simulation instructor by the Center for Medical Simulation and Harvard-MIT Division of Health Sciences and Technology.
Laura Silvia Hernández Gutiérrez, National Autonomous University of Mexico, Mexico
Specialist in Neurosurgery from the Faculty of Medicine of the UNAM. Fellow Clinic in Stereotaxic Neurosurgery and Neuro-oncology by the University of Waystate in the United States. Master in Medical Education from the Faculty of Medicine of the UNAM. Clinical simulation instructor by the Center for Medical Simulation and Harvard-MIT Division of Health Sciences and Technology, Hospital Virtual de Valdecilla, Institute for Medical Simulation.
Eduardo Méndez Gutiérrez, National Autonomous University of Mexico, Mexico
Surgeon graduated from the Faculty of Medicine of the UNAM. Master of Education in Health Sciences, Faculty of Medicine, UNAM. Diploma in Teacher Training with the endorsement of the Secretary of Public Education and the National Institute of Public Health. Professor of Basic-Clinical and Clinical-Basic Integration. Faculty and instructor of the Department of Integration of Medical Sciences-Center for Teaching and Certification of Medical Skills in Basic Life Support and Advanced Life Support of the American Heart Association.
Argimira Vianey Barona Núñez, National Autonomous University of Mexico, Mexico
Specialist in Internal Medicine. Master in Medical Education from the Faculty of Medicine of the UNAM. Clinical simulation instructor by the Center for Medical Simulation and Harvard-MIT Division of Health Sciences and Technology, Hospital Virtual de Valdecilla, Institute for Medical Simulation.
Cassandra Duran Cárdenas, National Autonomous University of Mexico, Mexico
Surgeon graduated from the Anahuac University. Master of Education in Health Sciences, Faculty of Medicine, UNAM. Specialization in Virtual Learning Environments, Virtual Educa, Organization of Ibero-American States and the Center for Higher University Studies. Instructor in EUSim Level 2 Simulation and Google Educator Level 1 Certification. Physician appraiser in ECOE. Professor of Basic-Clinical Integration I and II.