<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2014-9832</journal-id>
<journal-title><![CDATA[FEM: Revista de la Fundación Educación Médica]]></journal-title>
<abbrev-journal-title><![CDATA[FEM (Ed. impresa)]]></abbrev-journal-title>
<issn>2014-9832</issn>
<publisher>
<publisher-name><![CDATA[Fundación Educación Médica y Viguera Editores, S.L.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2014-98322022000300006</article-id>
<article-id pub-id-type="doi">10.33588/fem.253.1201</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Seguridad del paciente a través del cine-educación y simulación. Evaluación del aprendizaje a largo plazo]]></article-title>
<article-title xml:lang="en"><![CDATA[Patient safety through cinemeducation and simulation. Long-term learning assessment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mastandrea]]></surname>
<given-names><![CDATA[Paula B]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cambra-Badii]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Caminal]]></surname>
<given-names><![CDATA[Griselda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baños]]></surname>
<given-names><![CDATA[Josep E]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pujol-Farriols]]></surname>
<given-names><![CDATA[Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomar-Sancho]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires Facultad de Psicología Instituto de Investigaciones]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Vic-Universidad Central de Catalunya Facultad de Ciencias de la Salud y del Bienestar Centro de Estudios Sanitarios y Sociales. Grupo de Investigación Methodology, Methods, Models and Outcomes of Health and Social Sciences. Cátedra de Bioética]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Vic-Universidad Central de Catalunya Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Manresa ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Vic- Universidad Central de Catalunya Facultad de Medicina ]]></institution>
<addr-line><![CDATA[ Catalunya]]></addr-line>
<country>España</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,UManresa Grupo de innovación docente, simulación y seguridad del paciente de UManresa (Grindossep) ]]></institution>
<addr-line><![CDATA[Manresa ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universitat de Vic-Universitat Central de Catalunya  ]]></institution>
<addr-line><![CDATA[Manresa ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>137</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322022000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322022000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322022000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. El aprendizaje a largo plazo es uno de los objetivos de la educación médica. Combinar cine-educación y simulación ha demostrado ser eficaz para enseñar seguridad del paciente a estudiantes de medicina. Este artículo describe la evaluación de la retención de conocimientos sobre seguridad del paciente al cabo de un año aplicados a un nuevo contexto clínico.  Sujetos y métodos. En un escenario de simulación de error transfusional, se evalúan los comentarios sobre seguridad del paciente de 59 estudiantes de tercer curso de medicina que el año anterior habían participado en una sesión de seguridad del paciente con cine-educación y simulación. El análisis de los datos se realiza desde un enfoque cualicuantitativo, agrupando y cuantificando los comentarios de los estudiantes en función de cinco de los 11 dominios de seguridad del paciente, según la Organización Mundial de la Salud (OMS).  Resultados. La mayoría de los estudiantes recuerda el escenario audiovisual y es capaz de aplicar en el nuevo escenario conceptos complejos de seguridad del paciente y las actuaciones recomendadas por la OMS aprendidos un año atrás.  Conclusión. La combinación de cine-educación y simulación permite la retención y transferencia de conceptos complejos de seguridad del paciente a otro contexto al cabo de un año. Esto puede vincularse con la buena recepción que las series de televisión médicas tienen entre los estudiantes de medicina. Éstas sustituyen el componente experiencial de la simulación, el cual proporciona los componentes de briefing, debriefing y transferencia que le son propios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. Long-term learning is one of the goals of medical education. Combining cinemeducation and simulation was proven effective to teach patient safety (PS) to medical students. This paper describes the evaluation of PS knowledge retention after one year applied to a new clinical context.  Subjects and methods. In a transfusion error simulation scenario, the comments of 59 3rd year medical students who had participated in PS session with cinemeducation and simulation the previous year were evaluated. Data analysis was performed from a qualitative-quantitative approach, grouping and quantifying student feedback based on 5 of the 11 PS topics according to WHO.  Results. Most of the students remember the audiovisual scenario and are able to applied complex PS concepts and the actions recommended by the WHO learned a year ago in the new setting.  Conclusion. The combination of cinemeducation and simulation has allowed the retention and transfer of complex PS concepts to another context after one year. This can be linked to the good reception that medical TV series have among medical students. These can replace the experiential component of the simulation, which in turn provides its own briefing, debriefing and transfer components.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Cine]]></kwd>
<kwd lng="es"><![CDATA[Entrenamiento de simulación]]></kwd>
<kwd lng="es"><![CDATA[Película]]></kwd>
<kwd lng="es"><![CDATA[Seguridad del paciente]]></kwd>
<kwd lng="es"><![CDATA[Simulación de pacientes]]></kwd>
<kwd lng="en"><![CDATA[Cinema]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Movies]]></kwd>
<kwd lng="en"><![CDATA[Patient safety]]></kwd>
<kwd lng="en"><![CDATA[Patient simulation]]></kwd>
<kwd lng="en"><![CDATA[Simulation training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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