Introduction: The inverted classroom is an interactive teaching model with promising results in s... more Introduction: The inverted classroom is an interactive teaching model with promising results in surgery. Evidence of this model involving components of clinical simulation is scant. Objective: To present a model of "Extended Inverted Classroom" (EIC), involving low and medium fidelity simulation, and to describe its effect on student perceptions of learning. Methods: An EIC was designed for teaching medical students the clinical skills for the management and resuscitation of trauma patients. The pre-and post-interventional perceptions of learning were assessed using the "Flipped Classroom Perception Instrument" validated in the Spanish language. The Mann-Whitney test and the t-test (p < .05) were used for comparisons and Cohen's d was used for calculating the effect size of the intervention. Secondary outcomes were academic performance and student satisfaction. Results: A total of 75 students participated in the study. Global perception of learning was 3.98 ± 0.58 (1.5-5.0) (pre-test) versus 4.24 ± 0.64 (1.38-5.0) (post-test) (p < .05). The effect size was d = 0.42 (95% CI 0.094-0.75). High academic achievement and student satisfaction were identified. Conclusions: The EIC model involving clinical simulation for the resuscitation of trauma patients has a positive effect on student perceptions of learning in the short term. Further studies are required to evaluate this model in other scenarios of resuscitation, critical care and emergencies, as well as to measure their effect on long-term learning.
Entrustable professional activities in minimally invasive surgery: starting the way to achieve co... more Entrustable professional activities in minimally invasive surgery: starting the way to achieve competencies in the future medical graduate Aims: The development of entrustable professional activities (EPAs) in minimally invasive surgery (MIS) for undergraduates is a need in Colombia. The available evidence is limited. This study aims to describe the preliminary experience with an intervention oriented to this need, embedded in the framework of a competence-based education model (CBE). Materials and Methods: An intervention was designed for the development of EPAs in MIS oriented to the development of attitudes, knowledge and practical skills in medical students. Intervention was delivered through an extended inverted classroom approach. Pre-and postintervention measures were performed by using the Team-STEPPS questionnaire (attitudes), knowledge assessments and OSATS (practical skills). Comparisons were performed by t-test tests (p < 0.05) and the effect size of the intervention was calculated by the Cohen d test. Finally, the student´s satisfaction was evaluated. Results: A total of 99 students participated in the study. The intervention showed statistically significant differences (p < 0.05), and great effect on attitudes, knowledge and practical skills (d > 0.80). Likewise, high student satisfaction was evidenced. Discussion: Interactive instructional design fosters development of EPAs in MIS for medical undergraduates. These results are similar to those reported in other interventions under the CBE model.Conclusion: Our intervention showed positive effects on competences oriented to the development of EPAs in MIS for the future graduate. Still is necessary to assess these competencies in real practice and at the end of medical career, in order to evaluate if these activities can be totally reliable to the participants in their future professional practice.
Introducción: El aula invertida es un modelo de enseñanza interactiva con resultados promisorios ... more Introducción: El aula invertida es un modelo de enseñanza interactiva con resultados promisorios en cirugía. La evidencia de este modelo involucrando componentes de simulación clínica es insuficiente. Objetivo: Presentar un modelo de «aula invertida extendida» (AIE), que incorpora simulación de baja y mediana fidelidad, y describir su efecto sobre las percepciones de aprendizaje estudiantil. Métodos: Se diseñó una AIE para la enseñanza de habilidades clínicas para el manejo y resucitación del paciente traumatizado dirigida a estudiantes de medicina. Las percepciones de aprendizaje pre y postintervención fueron evaluadas mediante el «Flipped Classroom Perception Instrument», el cual fue validado en idioma español. Las comparaciones se realizaron con pruebas de Mann-Whitney y t-test (p < 0,05) y el tamaño del efecto de la intervención se calculó con la prueba d de Cohen. Como desenlaces secundarios se calcularon el rendimiento académico y la satisfacción estudiantil. Resultados: Un total de 75 estudiantes participaron en el estudio. La percepción global de aprendizaje fue 3,98 ± 0,58 (1,5-5,0) (pre-test) versus 4,24 ± 0,64 (1,38-5,0) (post-test) (p < 0,05). El tamaño del efecto fue d = 0,42 (IC 95%: 0,094-0,75). Se identificó alto rendimiento académico y satisfacción estudiantil. Conclusiones: El modelo de AIE involucrando simulación clínica para el manejo del paciente traumatizado tiene un efecto positivo sobre las percepciones de aprendizaje estudiantil en el corto plazo. Se requieren nuevos estudios para evaluar este modelo en otros escenarios de resucitación, cuidado crítico y emergencias, así como mediciones de su efecto en el aprendizaje de largo plazo.
Introduction: The inverted classroom is an interactive teaching model with promising results in s... more Introduction: The inverted classroom is an interactive teaching model with promising results in surgery. Evidence of this model involving components of clinical simulation is scant. Objective: To present a model of "Extended Inverted Classroom" (EIC), involving low and medium fidelity simulation, and to describe its effect on student perceptions of learning. Methods: An EIC was designed for teaching medical students the clinical skills for the management and resuscitation of trauma patients. The pre-and post-interventional perceptions of learning were assessed using the "Flipped Classroom Perception Instrument" validated in the Spanish language. The Mann-Whitney test and the t-test (p < .05) were used for comparisons and Cohen's d was used for calculating the effect size of the intervention. Secondary outcomes were academic performance and student satisfaction. Results: A total of 75 students participated in the study. Global perception of learning was 3.98 ± 0.58 (1.5-5.0) (pre-test) versus 4.24 ± 0.64 (1.38-5.0) (post-test) (p < .05). The effect size was d = 0.42 (95% CI 0.094-0.75). High academic achievement and student satisfaction were identified. Conclusions: The EIC model involving clinical simulation for the resuscitation of trauma patients has a positive effect on student perceptions of learning in the short term. Further studies are required to evaluate this model in other scenarios of resuscitation, critical care and emergencies, as well as to measure their effect on long-term learning.
Entrustable professional activities in minimally invasive surgery: starting the way to achieve co... more Entrustable professional activities in minimally invasive surgery: starting the way to achieve competencies in the future medical graduate Aims: The development of entrustable professional activities (EPAs) in minimally invasive surgery (MIS) for undergraduates is a need in Colombia. The available evidence is limited. This study aims to describe the preliminary experience with an intervention oriented to this need, embedded in the framework of a competence-based education model (CBE). Materials and Methods: An intervention was designed for the development of EPAs in MIS oriented to the development of attitudes, knowledge and practical skills in medical students. Intervention was delivered through an extended inverted classroom approach. Pre-and postintervention measures were performed by using the Team-STEPPS questionnaire (attitudes), knowledge assessments and OSATS (practical skills). Comparisons were performed by t-test tests (p < 0.05) and the effect size of the intervention was calculated by the Cohen d test. Finally, the student´s satisfaction was evaluated. Results: A total of 99 students participated in the study. The intervention showed statistically significant differences (p < 0.05), and great effect on attitudes, knowledge and practical skills (d > 0.80). Likewise, high student satisfaction was evidenced. Discussion: Interactive instructional design fosters development of EPAs in MIS for medical undergraduates. These results are similar to those reported in other interventions under the CBE model.Conclusion: Our intervention showed positive effects on competences oriented to the development of EPAs in MIS for the future graduate. Still is necessary to assess these competencies in real practice and at the end of medical career, in order to evaluate if these activities can be totally reliable to the participants in their future professional practice.
Introducción: El aula invertida es un modelo de enseñanza interactiva con resultados promisorios ... more Introducción: El aula invertida es un modelo de enseñanza interactiva con resultados promisorios en cirugía. La evidencia de este modelo involucrando componentes de simulación clínica es insuficiente. Objetivo: Presentar un modelo de «aula invertida extendida» (AIE), que incorpora simulación de baja y mediana fidelidad, y describir su efecto sobre las percepciones de aprendizaje estudiantil. Métodos: Se diseñó una AIE para la enseñanza de habilidades clínicas para el manejo y resucitación del paciente traumatizado dirigida a estudiantes de medicina. Las percepciones de aprendizaje pre y postintervención fueron evaluadas mediante el «Flipped Classroom Perception Instrument», el cual fue validado en idioma español. Las comparaciones se realizaron con pruebas de Mann-Whitney y t-test (p < 0,05) y el tamaño del efecto de la intervención se calculó con la prueba d de Cohen. Como desenlaces secundarios se calcularon el rendimiento académico y la satisfacción estudiantil. Resultados: Un total de 75 estudiantes participaron en el estudio. La percepción global de aprendizaje fue 3,98 ± 0,58 (1,5-5,0) (pre-test) versus 4,24 ± 0,64 (1,38-5,0) (post-test) (p < 0,05). El tamaño del efecto fue d = 0,42 (IC 95%: 0,094-0,75). Se identificó alto rendimiento académico y satisfacción estudiantil. Conclusiones: El modelo de AIE involucrando simulación clínica para el manejo del paciente traumatizado tiene un efecto positivo sobre las percepciones de aprendizaje estudiantil en el corto plazo. Se requieren nuevos estudios para evaluar este modelo en otros escenarios de resucitación, cuidado crítico y emergencias, así como mediciones de su efecto en el aprendizaje de largo plazo.
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