Muñoz-Morales O, Martínez-Arredondo H, Franco-Valencia M, Urquijo-Morales A

Language: Spanish
References: 12
Page: 285-288
PDF size: 103.45 Kb.

ABSTRACT

Introduction: The HAISS (Herramienta de Aprendizaje ISS) program was created to enhance the feasibility and learning of trauma severity scores AIS (Abbreviated Injury Score) and ISS (Injury Severity Score). Objective: Get a computer tool that promotes learning and facilitate proper use of AIS and ISS. Material and methods: A sample of 40 orthopedic residents from 1st to 4th grade from 4 hospitals of the Ministry of Health was taken. A prospective longitudinal study was conducted with analytical statistics. 10 clinical cases for obtaining ISS by AIS score were delivered, this was done with the AIS Manual 2005 update 2008, two questions were conducted to evaluate the feasibility and ease of use, the time to perform was measured. The process was repeated a month later with the HAISS program. Results: Using the HAISS program reduced the time to resolve the 10 cases by more than 50%, acceptance by the user of the AIS scale also improved. Reliability to obtain the codification of lesions with AIS did not improve, but it did not affected ISS. Conclusions: The HAISS computer program is useful for orthopedic residents to accept the AIS score and ISS score mainly because it improved the ease of use and makes it more user-friendly, it also takes less time to use it.

REFERENCES

1. http://www.facmed.unam.mx/emc/computo/infomedic/historia.htm

2. Avila J, Sostmann K, Breckwoldt J, Peters H. Evaluation of the free, open source software WordPress as electronic portfolio system in undergraduate medical education. BMC Med Educ. 2016; 16(1): 157.

3. Badiyepeymaie Jahromi Z, Mosalanejad L, Rezaee R. The effect of web quest and team-based learning on students’ self-regulation. J Adv Med Educ Prof. 2016; 4(2): 80-7.

4. Cerutti B, Blondon K, Galetto A. Long-menu questions in computer-based assessments: a retrospective observational study. BMC Med Educ. 2016; 16(1): 55.

5. Gharib M, Zolfaghari M, Mojtahedzadeh R, Mohammadi A, Gharib A. Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students. Adv Med Educ Pract. 2016; 7: 271.

6. Del Cura-González I, López-Rodríguez JA, Sanz-Cuesta T, Rodríguez-Barrientos R, Martín-Fernández J, Ariza-Cardiel G, et al. Effectiveness of a strategy that uses educational games to implement clinical practice guidelines among Spanish residents of family and community medicine (e-EDUCAGUIA project): a clinical trial by clusters. Implement Sci. 2015; 11(1): 71.

7. Den Harder AM, Frijlingh M, Ravesloot CJ, Oosterbaan AE, van der Gijp A. The importance of human–computer interaction in radiology e-learning. J Digit Imaging. 2016; 29(2): 195-205.

8. Gordon CJ, Ryall T, Judd B. Simulation-based assessments in health professional education: a systematic review. J Multidiscip Healthc. 2016; 9: 69.

9. Makransky G, Bonde MT, Wulff JSG, Wandall J, Hood M, Creed PA, et al. Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC Med Educ. 2016; 16(1): 98.

10. Masic I, Begic E, Begic N. Use and knowledge on the information technologies in medical education -Bosnian and Herzegovinian experience. Mater Socio Medica. 2016; 28(2): 84.

11. Fan S, Radford J, Fabian D. A mixed-method research to investigate the adoption of mobile devices and Web2.0 technologies among medical students and educators. BMC Med Inform Decis Mak. 2016; 16(1): 43.

12. Walsh K. Mobile learning in medical education: review. Ethiop J Health Sci. 2015; 25(4): 363-6.