Vázquez-Minero JC, Guzmán-de Alba E, Iñiguez-García MA, Santillán-Doherty P, Chávez-Tinoco A, Zamudio-Sánchez TV, Rubio-Martínez R

Language: Spanish
References: 15
Page: 10-13
PDF size: 178.60 Kb.

ABSTRACT

Introduction: The use of simulation as part of teaching has proven to be useful in the transmission and assimilation of knowledge, skills and attitudes. For many specialties its use is just beginning, this is the case of thorax surgery. This is the first experience of the use of a virtual reality simulator of bronchoscopy with residents of the specialty independent of the year of training. Material and methods: A study was conducted from April 1 to November 30 that included the 11 residents of cardiothoracic surgery. A virtual reality simulator was used once a week for a total of 30 weeks with an EndoVR^TMGI Bronchoscopy Simulator CAE Healthcare team, at the end of a survey was applied. Results: In the end, there was an improvement in their practice and in safety, having previously used a simulator. Conclusion: The use of simulation is an invaluable tool in the teaching process.

REFERENCES

1. Rubio Martínez R. Pasado, presente y futuro de la simulación en anestesiología. Rev Mex Anest 2012;35(3):186-191.

2. Helmereich RL, Wilhelm JA, Klinect JR, Merritt AC. Culture, error and crew resourse management. Improving teamwork in organizations: Applications f resource management training. 2001;305-331.

3. Helmereich RL, Merritt AC, Wilhelm JA. The evolution of crew resource management training in comercial aviation. Int J Aviat Psychol 1999;9(1):19-32.

4. Lehrer J, Colacci D. How we decide. New York: HMH books; 2009.p. 302.

5. Martínez EAC, Estrada ZF, Gómez MY, Rubio MR. ¿El entrenamiento con simuladores permite un mejor manejo de eventos adversos en anestesia? Reporte de seis casos. An Med (Mex) 2016;61(1):53-57.

6. Cook DA, Hatala R, Brydges R, et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA 2011;306(9):978-988. doi: 10.1001/jama.2011.1234.

7. McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does simulation-based medical education with deliberate prectice yield better results tan traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med 2011;86(6):706-711. doi: 10.1097/ACM.0b013e318217e119.

8. Plan único de especializaciones medicas: Cirugía cardiotorácica. México: UNAM; 1998.p. 31-39.

9. López AA. Rol e importancia de la simulación en la educación médica y broncoscópica (La simulación en la educación médica). Rev Am Med Respir 2014;14(4):362-364.

10. Ernst A, Silvestri GA, Johnstone D; American College of Chest Physicians. Interventional pulmonary procedures: Guidlines from the American College of Chest Physicians. Chest 2003;123(5):1693-1717.

11. Haluck RS, Marshall RL, Krummel TM, Melkonian MG. Are surgery training programs ready for virtual reality? A survey of program directors in general surgery. J Am Coll Surg 2001;193(6):600-605.

12. Galindo LJ, Visbal SL. Simulación, herramienta para la educación médica. Sal Uninort. Barranquilla (Col.) 2007;23(1):79-95.

13. Serna-Ojeda JC, Borunda-Nava D, Domínguez-Cherit G. La simulación en medicina. La situación en Mexico. Cir Cir 2012;80(3):301-305.

14. Ziv A, Small SD, Wolpe P. Patient safety and simulation-based medical education. Med Teach 2000; 22(5):489-495. doi: 10.1080/01421590050110777.

15. Justo JJM. Simuladores para cirugía endoscópica. Asoc Mex Cir Endoscop 2005;6(3):115-120.