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Preparación de estudiantes de medicina para el quirófano mediante el aprendizaje basado en vídeo

Lachlan Dick1, Katie Hughes1, Lewis Turmeau2

  • 1Medical Education Directorate, NHS Lothian, Edinburgh, UK.

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Este estudio presenta un módulo educativo de bajo costo y basado en video para mejorar la preparación de los estudiantes de medicina para el quirófano. La intervención mejoró significativamente la confianza y la preparación de los estudiantes para el complejo entorno quirúrgico.

Palabras clave:
preparación clínicaeducación quirúrgicaaprendizaje de pregradosimulación basada en vídeo

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Área de la Ciencia:

  • Educación Médica
  • Formación Quirúrgica
  • Simulación Sanitaria

Sus antecedentes:

  • Los entornos de quirófano plantean barreras de aprendizaje significativas para los estudiantes de medicina.
  • La preparación eficaz es crucial para la confianza y el éxito de los estudiantes en entornos quirúrgicos.
  • Los métodos de enseñanza tradicionales a menudo carecen de estandarización y eficiencia de recursos.

Objetivo del estudio:

  • Desarrollar y evaluar una intervención educativa atractiva y eficiente en recursos para estudiantes de medicina que se preparan para el quirófano.
  • Mejorar la comprensión de los estudiantes sobre las expectativas, comportamientos y el entorno del quirófano.
  • Mejorar la preparación autopercibida y guiar la conducta futura en entornos quirúrgicos.

Principales métodos:

  • Se utilizaron múltiples modalidades basadas en video, incluidos ejemplos de vestimenta, un recorrido de 360° por el teatro y videos de simulación.
  • Se integró una sesión de 60 minutos en el programa de inducción existente para estudiantes de los primeros años clínicos.
  • Se incorporaron encuestas interactivas y cuestionarios para reforzar los puntos de aprendizaje.

Principales resultados:

  • Los estudiantes informaron que la sesión fue agradable y muy relevante para su aprendizaje.
  • Se observaron mejoras significativas en la preparación autopercibida después de la intervención.
  • Los datos cualitativos indicaron intenciones de una mayor participación preoperatoria y participación activa.

Conclusiones:

  • El modelo desarrollado basado en video es rentable, fácil de actualizar y transferible entre instituciones.
  • La intervención demuestra escalabilidad y sostenibilidad para diversos contextos educativos.
  • El trabajo futuro evaluará el impacto longitudinal y ampliará los recursos para los procedimientos de preparación quirúrgica.