Capacitación de residentes de ginecología en urgencias obstétricas mediante simulación clínica

Diego Greif; Soledad Bottaro; Fernanda Gómez; Analía Grenno; Fernanda Nozar; Verónica Fiol; Leonel Briozzo

Authors

Diego Greif Universidad de la República, Facultad de Medicina, Centro Hospitalario Pereira Rossell, Clínica Ginecotocológica A. Asistente
Soledad Bottaro Universidad de la República, Facultad de Medicina, Centro Hospitalario Pereira Rossell, Clínica Ginecotocológica A. Asistente
Fernanda Gómez Universidad de la República, Facultad de Medicina, Centro Hospitalario Pereira Rossell, Clínica Ginecotocológica A. Asistente
Analía Grenno Universidad de la República, Facultad de Medicina, Centro Hospitalario Pereira Rossell, Clínica Ginecotocológica A. Asistente
Fernanda Nozar Universidad de la República, Facultad de Medicina, Centro Hospitalario Pereira Rossell, Clínica Ginecotocológica A. Profesor Adjunto
Verónica Fiol Universidad de la República, Facultad de Medicina, Centro Hospitalario Pereira Rossell, Clínica Ginecotocológica A. Profesor Adjunto
Leonel Briozzo Universidad de la República, Facultad de Medicina, Centro Hospitalario Pereira Rossell, Clínica Ginecotocológica A. Profesor

Keywords:

SIMULATION, PREGNANCY COMPLICATIONS, MEDICAL EDUCATION, INTERNSHIP AND RESIDENCY, GYNECOLOGY

Abstract

Introduction: the need to preserve patients’ safety during the learning process has determined that medical training based on the use of simulation has become an ethical must.
Objective: to describe a workshop developed to at the Pereira Rossell Hospital Center to train residents in the resolution of frequent critical situations in obstetrics through clinical simulation.
Method: the program aimed at residents of Clinica Ginecotocológica “A”. Seventeen residents took part in the workshop which used simulation as a learning instrument for the first time in our country. Two clinical scenarios were designed, and the goal is for residents to act as if it were a real situation. The workshop covers a clinical list, and in certain cases actors take part – pretending they are patients. A certain number of items were assessed by their peers, before and after the test and a course satisfaction survey was prepared.
Results: a significant higher rate of correct answers was evidenced in the post-test when compared to the pre-test (92% and 69% respectively), p<0,001. All participants agree on the usefulness of clinical simulation, pointing out it enables their reflecting on their daily practice.
Conclusions: simulation is a favorable initiative to develop the medical education area, since it allows a space for students to develop skills before facing real patients with a greater degree of confidence.

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