RESUMO
La asistencia sanitaria centrada en el paciente es la clave para una atención humana a la persona y a su familia. La práctica colaborativa en equipos interprofesionales resulta imprescindible para alcanzar una atención sanitaria de calidad. La universidad tiene la responsabilidad de preparar a sus graduados para trabajar en equipos interprofesionales. Una enseñanza/aprendizaje centrada en la persona, fundamentada en las competencias que definen la educación interprofesional, es clave para que nuestros estudiantes reconozcan la necesidad del trabajo colaborativo. Este artículo detalla un proyecto docente de educación interprofesional de la Universidad de Navarra, donde estudiantes de las facultades de medicina, enfermería y farmacia aprenden juntos y de manera gradual, las claves de cómo trabajar en equipo
Patient-centered healthcare is the key to humane care for the person and their family. Collaborative practice in interprofessional teams is essential to achieve quality healthcare. The University has the responsibility to prepare its graduates to work in interprofessional teams. A person-centered teaching-learning, based on the competences that define interprofessional education, is key for our students to recognize the need for a collaborative work. This article details a teaching project on interprofessional education at the University of Navarra, where students from medical, nursing school nad pharmacy gradually learn together the keys of a teamwork
Assuntos
Humanos , 57419/métodos , Assistência Centrada no Paciente , Equipe de Assistência ao Paciente/organização & administração , Modelos Educacionais , Educação Profissionalizante/métodos , 57419/tendências , Estudantes de Medicina , Estudantes de Enfermagem , Estudantes de Farmácia , Avaliação EducacionalRESUMO
No disponible
Assuntos
Humanos , Masculino , Feminino , Simulação por Computador/normas , Simulação de Doença/diagnóstico , Simulação de Doença/epidemiologia , Simulação de Doença/terapia , Estudantes de Medicina/estatística & dados numéricos , Educação Médica/métodos , Educação Médica/organização & administração , Infarto do Miocárdio/prevenção & controle , Educação Médica/ética , Educação Médica/legislação & jurisprudência , Educação Médica/estatística & dados numéricos , Educação Médica/normas , Inquéritos e Questionários , Cetose/prevenção & controle , Acidente Vascular Cerebral/prevenção & controle , Obstrução Intestinal/terapia , Obstrução Intestinal/prevenção & controleRESUMO
No disponible
Assuntos
Humanos , Masculino , Feminino , Estudantes de Medicina , Mentores , Estágio Clínico/métodos , Apoio ao Desenvolvimento de Recursos Humanos , Educação Médica , Epidemiologia Descritiva , Estudos Transversais , Inquéritos e Questionários , Coleta de Dados/instrumentação , Coleta de Dados/métodosRESUMO
INTRODUCTION: Simulation enables medical students to practice clinical skills in a safe environment. Graduates in medicine must be able to correctly perform an examination on a pregnant woman using Leopold maneuvers. Learning curves-cumulative summation (LC-CUSUM) may help determine when the student has achieved a specific skill. Our objective was to perform the LC-CUSUM test regarding the ability of students to correctly carry out Leopold maneuvers; a pregnancy simulator was used, transferring the results to a clinical setting. METHODS: Five medical students were trained to carry out Leopold maneuvers using the simulator. Each student performed maneuvers for 50 cases of different fetus positions; a LC-CUSUM was plotted for each student. Afterward, the students performed the Leopold maneuvers on 5 pregnant women. RESULTS: Of the 5 students, 3 achieved a level of proficiency; the attempts needed for reaching this level were 13, 13, and 37, respectively. The other 2 students did not reach proficiency level. Of the students who became successfully proficient with the simulator, one of them attained a 100% success rate in pregnant patients, whereas the other two had success rates of 80%. The students who did not achieve a level of competency with the simulator had only a 60% success rate with patients. CONCLUSIONS: Because of the differences observed between students in the number of attempts needed for achieving proficiency in Leopold maneuvers, we believe that each student should build his/her own learning curve. Achieving competency in carrying out Leopold maneuvers using the simulator could be transferable to patients.
