ABSTRACT
OBJETIVOS: Primario: Evaluar el efecto del uso de simuladores en exploración prostática y sondaje vesical sobre la carga mental de trabajo soportada y la confianza adquirida en estudiantes de medicina. Secundario: Analizar el grado de satisfacción y habilidades adquiridas por parte de los estudiantes al usar simuladores como método docente. MÉTODOS: Estudio prospectivo y aleatorizado sobre estudiantes de medicina. Hubo dos grupos de estudio: El grupo 1 (G1) recibió sólo explicación teórica y el grupo 2 (G2) explicación teórica + taller con simuladores. La valoración de la carga mental de trabajo se hizo a través del cuestionario validado NASA-TLX. El grado de confianza, de satisfacción y las habilidades adquiridas fueron también evaluadas. RESULTADOS: Veintiocho estudiantes participaron en el taller de exploración prostática. Todos obtuvieron un mayor nivel de confianza tras la explicación teórica, siendo superior en el grupo que recibió también el taller con simuladores. En el taller de cateterismo vesical donde participaron 34 estudiantes todos aumentaron su confianza tras la actividad. El G2 mostró mejores puntuaciones en el examen de habilidades adquiridas que el G1. La mayoría consideró muy positiva la incorporación de simuladores en su aprendizaje. El uso de simuladores en ambos talleres produjo menos frustración según los resultados del NASA-TLX. CONCLUSIONES: La formación de los alumnos mediante la implementación con simuladores podría lograr una mejora en el nivel de confianza, con un menor nivel de frustración al realizar estas exploraciones en el futuro y así una mejor calidad asistencial
OBJECTIVES: Primary: to assess the use of simulators in prostate digital rectal examination and bladder catheterization on mental workload and the level of confidence in medical students. Secondary: to analyze student satisfaction and skills acquired by students with simulators. METHODS: We conducted a prospective, randomized study on medical students. Participants were divided into two groups: Group 1 (G1) (only the explanation) and group 2 (G2) (explanation + simulator workshop). For workload assessment, the validated NASA-TLX questionnaire was completed. The acceptability of the activity the degree of confidence and the skills acquired were also evaluated. RESULTS: A total of 28 students participated in the practice of prostate examination. All participants reported a higher level of confidence after the theoretical explanation. 34 students participated in the bladder catheterization workshop and all of them increased their confidence after the activity. The G2 showed better scores on the acquired skills exam than the G1. Most students considered positive the incorporation of these models in their learning. According to the NASA-TLX results, less frustration is experienced with the use of simulators in both activities. CONCLUSION: The implementation of simulators in the training of students may improve their level of confidence, reducing frustration when performing these explorations in the future and improving care quality
Subject(s)
Humans , Male , Female , Young Adult , Digital Rectal Examination , Simulation Training , Urinary Catheterization , Urology/education , Workload , Clinical Competence , Job Satisfaction , Prospective StudiesABSTRACT
OBJECTIVES: Primary: to assess the use of simulators in prostate digital rectal examination and bladder catheterization on mental workload and the level of confidence in medical students. Secondary: to analyze student satisfaction and skills acquired by students with simulators. METHODS: We conducted a prospective, randomized study on medical students. Participants were divided into two groups: Group 1 (G1) (only the explanation) and group 2 (G2) (explanation + simulator workshop). For workload assessment, the validated NASA-TLX questionnaire was completed. The acceptability of the activity, the degree of confidence and the skills acquired were also evaluated. RESULTS: A total of 28 students participated in the practice of prostate examination. All participants reported a higher level of confidence after the theoretical explanation. 34 students participated in the bladder catheterization workshop and all of them increased their confidence after the activity. The G2 showed better scores on the acquired skills exam than the G1. Most students considered positive the incorporation of these models in their learning. According to the NASA-TLX results, less frustration is experienced with the use of simulators in both activities. CONCLUSIONS: The implementation of simulators in the training of students may improve their level of confidence, reducing frustration when performing these explorations in the future and improving care quality.
Subject(s)
Digital Rectal Examination , Simulation Training , Urinary Catheterization , Urology/education , Workload , Clinical Competence , Female , Humans , Job Satisfaction , Male , Prospective Studies , Young AdultSubject(s)
Amyloidosis/complications , HIV Infections/complications , Intestinal Diseases/complications , Aged , Amyloidosis/diagnosis , Diarrhea/etiology , Humans , Intellectual Disability/complications , Intellectual Disability/diagnosis , Intestinal Diseases/diagnosis , Male , Protein-Energy Malnutrition/etiology , Weight LossABSTRACT
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