Resumo

MUKUNDA, Shilpa et al. Reflections on an educational rotation in medical simulation. FEM (Ed. impresa) [online]. 2015, vol.18, n.3, pp.169-171. ISSN 2014-9840.  https://dx.doi.org/10.4321/S2014-98322015000400004.

While teaching and learning are key elements to advance medicine, little time is spent educating medical professionals on how to teach. Traditionally, medical students rotate through the standard medical specialties with the goal of learning how to diagnose and treat the most common diseases. Few medical schools offer a teaching rotation or formal curriculum in education. We reflect on the experience of medical students in a one-month educational elective at the Hospital virtual Valdecilla in Santander (Spain), a simulation center with the mission of improving quality of care and patient safety by means of interprofessional team training through clinical simulation. The medical student rotation was made possible by the International Health Program at New York University School of Medicine. Learning objectives for the rotation are reviewed, including development of psychologically safe learning environments, design of learning activities based on principles of the adult experiential learning model described by Kolb, exposure to different types of simulation, introduction to debriefing and teamwork principles, and participation in an educational research project. The students' experience in this rotation is compared to their previous experience participating in simulations as students during clinical rotations at their medical school.

Palavras-chave : Debriefing; Experiential learning; Medical education; Simulation; Team work; Undergraduate.

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