Universitat Internacional de Catalunya
Specialty Medicine: Clinical Simulation and Development of Professional Competencies
Specialty Medicine: Clinical Simulation and Development of Professional Competencies
3
15607
1
Second semester
op
Main language of instruction: Catalan
Other languages of instruction: English, Spanish
Other languages of instruction: English, Spanish
Introduction
The clinical simulation that is developed in the master's degree is an educational space that recreates real situations of patients, in this case in the context of emergencies and emergencies. Simulation is a tool that promotes the learning of the different techniques that every professional must acquire before coming into contact with the patient and specifically with the activity of emergencies and emergencies. The simulation laboratory is a space that represents the health activity where the student can develop their skills to "know how to be", "know how to do" and "know how to be" in a health context.
This methodology provides a controlled and safe environment where students can deal with complex clinical situations before working with patients and that allows students to reflect on their actions, receive constructive feedback, and improve their capabilities without putting patient safety at risk. In addition, simulation gives students the opportunity to work not only on technical procedures, but also on other non-technical skills, such as decision-making, teamwork, effective communication and stress management, among other fundamental skills for adequate health care. The use of simulation as a teaching tool in the training of health professionals is becoming more and more widespread.
With this signature, the student will carry out a simulation-based itinerary where specific and challenging scenarios will be recreated (such as karyological, neurological, pediatric, obstetric and traumatological emergencies) so that the student participates fully and thus complements the development and acquisition of learning outcomes based on both aspects of the clinic and transversal skills. By applying the simulation methodology, it is possible to create more homogeneous training experiences for students.
Throughout the academic year, students will be invited to different simulation sessions in order to achieve practical, technical and non-technical skills in those topics that have been masterfully discussed in the classroom.
This methodology provides a controlled and safe environment where students can deal with complex clinical situations before working with patients and that allows students to reflect on their actions, receive constructive feedback, and improve their capabilities without putting patient safety at risk. In addition, simulation gives students the opportunity to work not only on technical procedures, but also on other non-technical skills, such as decision-making, teamwork, effective communication and stress management, among other fundamental skills for adequate health care. The use of simulation as a teaching tool in the training of health professionals is becoming more and more widespread.
With this signature, the student will carry out a simulation-based itinerary where specific and challenging scenarios will be recreated (such as karyological, neurological, pediatric, obstetric and traumatological emergencies) so that the student participates fully and thus complements the development and acquisition of learning outcomes based on both aspects of the clinic and transversal skills. By applying the simulation methodology, it is possible to create more homogeneous training experiences for students.
Throughout the academic year, students will be invited to different simulation sessions in order to achieve practical, technical and non-technical skills in those topics that have been masterfully discussed in the classroom.
Pre-course requirements
Although there are no prerequisites to take this subject, attendance is highly recommended, as the evaluation of the same pivots with the cases carried out in class.
Competences/Learning outcomes of the degree programme
- CN02RA - Identify the main aspects and data of greatest clinical relevance to establish effective communication in the case of urgent pathology, taking into account the psychological dimension of suffering of the patient and family.
- CN03RA - Identify the risks associated with procedures, diagnostic and therapeutic techniques in emergencies, considering the safety of the patient and that of other professionals.
- CP01RA - Resolve clinical situations in unfamiliar, unforeseen and/or pressured environments typical of the field of urgent care and emergencies by combining knowledge, time management and problem solving.
- CP02RA - Communicate clinical findings, health outcomes and/or research project in new, specialized and non-specialized settings clearly and unambiguously.
- CP04RA - Evaluate clinical findings that indicate vital risk or serious functional threat to a patient to establish a priority of actions, adapting available resources and ensuring quality in their care.
- CP05RA - Readjust care and modify care planning through continuous evaluation of the patient in urgent and emergency situations.
- CP07RA - Apply in an agile and decisive manner the action protocols and clinical practice guides in the most serious or prevalent processes in urgent care and emergencies.
- CP08RA - Intervene decisively, precisely and effectively in the application of invasive and non-invasive therapeutic techniques used in emergencies.
- CP09RA - Develop the necessary skills to adequately care for any patient, respecting the fundamental rights of equality between men and women, and the promotion of human rights as well as the values of a culture of peace and democratic values that include the promotion of inclusive, non-discriminatory language free of stereotypes.
- HB01RA - Formulate judgments based on incomplete or limited information that adjust to the reality of the clinical case to establish the necessary parameters of action.
- HB02RA - Discuss judgments taking into account the area of study (urgency and emergency), including reflections on ethical and social responsibilities.
- HB04RA - Demonstrate the foundations of multidisciplinary teamwork through fluid communication, active listening and initiative to resolve conflicts, considering different professional and disciplinary perspectives.
- HB06RA - Develop healthcare action that respects both current legislation in pre-hospital and hospital healthcare and the principle of equity, ensuring equal opportunities and universal access for patients, respect for human rights and social and sustainable coexistence.
- HB07RA - Apply the rules of ethics and law that govern healthcare and the relationship with the patient in urgent and emergency situations, being prepared to communicate the fundamental aspects of these rules when required.
- HB08RA - Identify, through anamnesis and physical examination, the symptoms and signs of the main acute pathological processes and the acute complications of chronic ones, interpreting them correctly.
- HB09RA - Analyze the risks associated with procedures, diagnostic and therapeutic techniques in emergencies to develop them in conditions of maximum safety for the patient and other professionals.
Syllabus
Development of technical skills with the use of low-fidelity simulators, part task trainers and basic mannequins.
Identification of critical clinical situations relevant to the development of specific skills for emergency situations.
Resolution of clinical cases with the use of intermediate and high-fidelity simulators focused on clinical cases in the specialty of cardiology, neurology, pediatrics, gynecology and traumatology with a guided debriefing.
Analysis of transversal skills to promote a good climate of teamwork and collaboration.
Integration of simulation with theoretical and practical learning.
Discussion on the importance of simulation in clinical learning. To know its dynamics as a teaching tool since its use is increasingly widespread in the training of health professionals.
Identification of critical clinical situations relevant to the development of specific skills for emergency situations.
Resolution of clinical cases with the use of intermediate and high-fidelity simulators focused on clinical cases in the specialty of cardiology, neurology, pediatrics, gynecology and traumatology with a guided debriefing.
Analysis of transversal skills to promote a good climate of teamwork and collaboration.
Integration of simulation with theoretical and practical learning.
Discussion on the importance of simulation in clinical learning. To know its dynamics as a teaching tool since its use is increasingly widespread in the training of health professionals.
Teaching and learning activities
In person
The following teaching methodologies will be used to develop the subject:
Practical Workshop (TP). This training resource will be carried out mainly at the Comprehensive Centre for Advanced Simulation (CISA) available at the UIC. Thus, scenarios close to reality will be created, in small groups of students, fundamentally oriented towards the development of practical skills, using expository and interactive methodological resources such as role play, group dynamics and simulation resources.
Clinical simulation (CS): clinical practice situations are recreated in a controlled and safe way, allowing students to put into practice and refine learning outcomes. The objective is to provide a realistic experience for the student to get involved in the first person and develop a performance as she would in real practice. The session closes with a training debriefing where all students are included to close the learning circle. Teamwork and collaboration of the participants is enhanced.
Evaluation systems and criteria
In person
A mixed evaluation will be carried out that will have 2 parts:
1) Class participation and attendance (20%)
2) Structured Objective Competence Assessment (80%): students will rotate through a series of clinical scenarios to face specific situations to assess learning outcomes.
The student must obtain a minimum score of 5 points in each of the components of the evaluation of the subject. To pass the subject you must get at least one
Bibliography and resources
They will be found on the "Moodle" Virtual Platform. Each teacher will generate their own bibliography and resources according to the topic taught.