PERCEPCIÓN DE ESTUDIANTES DE MEDICINA SOBRE LA SIMULACIÓN CLÍNICA EN LA EDUCACIÓN MÉDICA DE PREGRADO: ESTUDIO TRANSVERSAL
Authors/Creators
- 1. Centro de Salud Tipo C Augusto Egas, Departamento de Emergencias. Santo Domingo de los Tsáchilas, Ecuador
- 2. Centro de Salud Tipo A Quichinche. Imbabura, Ecuador
- 3. Universidad Regional Autónoma de los Andes. Facultad de Ciencias de la Salud, Medicina. Santo Domingo de los Tsáchilas, Ecuador
Description
Tipo de artículo: Artículo original
La simulación clínica es una estrategia educativa ampliamente utilizada en la formación médica de pregrado, ya que facilita la integración del conocimiento teórico con las habilidades prácticas. Sin embargo, en muchos contextos persisten discrepancias entre los objetivos educativos declarados y su implementación.
Método: Se realizó un estudio observacional de corte transversal con 86 estudiantes de los últimos años del programa de Medicina en Ecuador. Los datos se recopilaron mediante una encuesta electrónica estructurada y validada que evaluó dimensiones curriculares, organizativas, docentes y de retroalimentación. La consistencia interna del instrumento fue adecuada (coeficiente de Cronbach = 0,81). Se realizaron análisis estadísticos descriptivos y exploratorios con un nivel de significancia de p < 0,05.
Resultados: La mayoría de los participantes informó que la simulación estaba integrada en el currículo y alineada con las competencias profesionales. No obstante, se identificaron brechas en la frecuencia de las sesiones, la calidad del debriefing y la disponibilidad de recursos operativos. Entre el 20% y el 30% de las respuestas fueron neutras o negativas, lo que refleja la variabilidad en la experiencia educativa.
Conclusión: Aunque la simulación clínica está formalmente incorporada en el currículo, persisten discrepancias entre su diseño pedagógico y su implementación práctica. El fortalecimiento de la planificación curricular, el incremento del número de sesiones distribuidas y la estandarización del debriefing dirigido por docentes son estrategias clave para optimizar la educación médica basada en competencias.
Abstract (English)
Article type: Original Research Article
Clinical simulation is a widely used educational strategy in undergraduate medical training, as it facilitates the integration of theoretical knowledge with practical skills. However, in many contexts, discrepancies persist between the declared educational objectives and their implementation.
Method: A cross-sectional observational study was conducted with 86 students in the final years of a Medicine programme in Ecuador. Data were collected via a structured, validated electronic survey that assessed curricular, organisational, teaching, and feedback-related dimensions. The internal consistency of the instrument was adequate (Cronbach’s coefficient = 0.81). Descriptive and exploratory statistical analyses were performed with a significance level of p < 0.05.
Results: The majority of participants reported that simulation was integrated into the curriculum and aligned with professional competencies. Nevertheless, gaps were identified in session frequency, debriefing quality, and operational resource availability. Between 20% and 30% of responses were neutral or negative, reflecting variability in the educational experience.
Conclusion: Although clinical simulation is formally incorporated into the curriculum, discrepancies persist between its pedagogical design and its practical implementation. Strengthening curricular planning, increasing the number of distributed sessions, and standardising faculty-led debriefing are key strategies for optimising competency-based medical education.
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Additional details
Additional titles
- Translated title (English)
- MEDICAL STUDENTS' PERCEPTIONS OF CLINICAL SIMULATION IN UNDERGRADUATE MEDICAL EDUCATION: A CROSS-SECTIONAL STUDY
Dates
- Collected
-
2026-03-06manuscrito recibido
- Accepted
-
2026-05-14evaluación doble ciego
- Available
-
2026-07-29publicación en número de la revista
Software
- Repository URL
- https://revistacientificasanum.com/
References
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