Valdez-Garcia Jorge E, Dominguez-Cherit Guillermo, Luna-Ceron Eder, Pherez-Farah Alfredo, Muzquiz-Aguirre Sebastian, Mancilla-Ortega Juan P, Vichi-Lima Laura J, Montejo-Romo Sahaira J, Bonilla-Hernandez Rebeca, Arizpe-Vilana Daniel, Jimenez-Becerril Karina, Rios-Barrientos Elena, Garibay-Huarte Tania R, Jean-Silver Enrique R, Zaragoza-Guerra Vianey A, Diaz-Elizondo Jose A, Rivero-Sigarroa Eduardo, Zerón-Gutierrez Lydia
Department of Clinical Sciences, Tecnológico de Monterrey, Monterrey, MEX.
Department of Clinical Sciences, Tecnológico de Monterrey, Mexico City, MEX.
Cureus. 2021 Jun 16;13(6):e15699. doi: 10.7759/cureus.15699. eCollection 2021 Jun.
The SARS-CoV-2 pandemic generated the need to modify the current clinical educational model with the challenge of promoting safety and the continuity of clinical education through the use of virtual platforms. Since clinical training in hospital institutions cannot be substituted, a strategic training plan was developed to guarantee protection, safety, and academic continuity for students upon returning to clinical clerkships. The objective of this project was to develop and evaluate the impact of a massive hybrid training plan as an educative strategy to give the theoretical and practical knowledge required for the safe return of undergraduate students to their respective clinical activities in the context of this pandemic. An academic program was designed through a massive hybrid strategy to train 616 undergraduate students studying clinical cycles by presential, virtual, synchronous, and asynchronous activities. To know the program's impact, a study based on an initial evaluation and a final evaluation was carried out to evaluate the acquisition of the critical knowledge and skills of the program. A significant difference was found between the means of the initial and final evaluations (p <0.001), as well as a high impact of the intervention (d 1.6). Significant improvements in the areas of COVID-19 initial management (p <0.001) and personal protective equipment use (p <0.001) were seen in the post-test when compared to the initial evaluation. Both a quantitative and a qualitative analysis were carried out, finding positive results on the course design, quality of didactic resources, and instructors' performance. Massive hybrid training is an effective strategy to facilitate the reintegration of undergraduate students into their face-to-face clinical rotations.
严重急性呼吸综合征冠状病毒2（SARS-CoV-2）大流行使得有必要修改当前的临床教育模式，面临着通过使用虚拟平台促进临床教育的安全性和连续性的挑战。由于医院机构的临床培训无法被替代，因此制定了一项战略培训计划，以确保学生在恢复临床实习时得到保护、安全和学术连续性。该项目的目标是开发并评估一项大规模混合培训计划的影响，作为一种教育策略，以提供本科生在此次大流行背景下安全返回各自临床活动所需的理论和实践知识。通过大规模混合策略设计了一个学术项目，通过面对面、虚拟、同步和异步活动对616名学习临床周期的本科生进行培训。为了解该项目的影响，开展了一项基于初始评估和最终评估的研究，以评估该项目关键知识和技能的掌握情况。初始评估和最终评估的均值之间存在显著差异（p<0.001），干预的影响也很大（d=1.6）。与初始评估相比，在后测中，新型冠状病毒肺炎初始管理（p<0.001）和个人防护装备使用（p<0.001）方面有显著改善。同时进行了定量和定性分析，在课程设计、教学资源质量和教师表现方面都取得了积极成果。大规模混合培训是促进本科生重新融入面对面临床轮转的有效策略。
