2017, Number S1
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Rev Fac Med UNAM 2017; 60 (S1)
Can a clinical simulation contribute to the significant learning of educational competences? A constructivist approximation
Ferrero F
Language: Spanish
References: 12
Page: 49-59
PDF size: 496.67 Kb.
ABSTRACT
This article analyses the contributions of the
theory of significant learning and other constructivist
approximations to the learning strategy
based on clinical simulation. Two essential
aspects of the simulation are examined that
include constructivist postulates: the view of
the world of the medical mistakes and the revision
proposal of cognitive diagrams during
Debriefing – the stage of systematic revision
of the events that occurred in the simulated
scenery.
On one side, clinical simulation is the expression
of a new culture of medical safety where
professional mistakes are admitted and where
working on them in areas specially designed
for other people’s safety –such as clinic simulation
sceneries– is how their occurrence may be
reduced. A simulation provides students with
the opportunity to use their mistakes as feedback.
These are called constructive mistakes,
and they refer to those errors that establish
the necessary steps for the learning process
and that not necessarily evidence the lack of
knowledge but the existence of several degrees
or ways of approximation to knowledge.
On the other side, debriefing has a great potential
for a significant learning according to
the dynamic of interpersonal relationships that
it suggests. There is clear similarity with the basic
rules set by constructivism for teaching procedures
and abilities, where it is of vital importance
to face the trainee with typical mistakes,
frequent difficult situations, the in-depth analysis
of the usual doubts and mistakes and the
analysis of the interactions with the work team.
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