Armijo-Rivera Soledad, Machuca-Contreras Felipe, Raul Norma, de Oliveira Saionara Nunes, Mendoza Ismael Ballesteros, Miyasato Héctor Shibao, Díaz-Guio Diego Andrés
Núcleo de Simulación Interdisciplinar, Facultad de Medicina Clínica Alemana de Santiago Universidad del Desarrollo, Avenida Las Condes 12438 Lo Barnechea, Santiago, Chile.
Universidad Autónoma de Chile, Pedro de Valdivia 425, Providencia, Santiago, Chile.
Adv Simul (Lond). 2021 Nov 12;6(1):41. doi: 10.1186/s41077-021-00188-8.
Latin American clinical simulation has had an important development; there are no studies that characterize simulation centers and programs in the entire region. The aims of this work are to characterize the current state of simulation-based education in the health sciences, to determine the structure of Latin American simulation centers in terms of teaching, research, and continuing medical education (CME), as well as to determine the perception of quality based on international standards of simulation practices for the directors of Latin American centers.
A quantitative, descriptive, cross-sectional study with a demographic questionnaire and a Likert-type survey was conducted to the directors of the simulation centers found in Latin America.
Four hundred eight simulation centers were documented, the survey was answered by 240 directors, and the data from 149 were complete responses on the 42 quality self-perception scale and considered valid on further analyses related to the quality of the programs. Most of the centers that responded correspond to Chile, Brazil, and Mexico (37.5%, 18.1%, 12.7%). 84% of the centers are university-based, and 71% of the centers are medium-sized, with less than 10 instructors (54%). The directors are mostly women (61.7%), medical doctors (50%), and nurses (40%), with clinical specialization (37%), master's degree (53%), and doctorate (13%). 75% have completed a simulation instructor course, and 6% have developed a fellowship. Most consider the maintenance of international quality standards to be relevant in their centers, mainly in reflective training techniques, ethical aspects, and adequate learning environments.
Simulation-based education in health sciences has had an increasing development in Latin America, within a university environment, in an important academic specialization process that seeks to adhere to high-quality standards to improve training and development of clinical skills, human factors, and critical thinking. We recommend starting accreditation processes in Latin America and studies that measure the quality of simulation-based education in our region, based on objective observations more than in self-reporting.
拉丁美洲的临床模拟已经取得了重要发展；但尚无研究对整个地区的模拟中心和项目进行特征描述。本研究的目的是描述健康科学领域基于模拟的教育的现状，确定拉丁美洲模拟中心在教学、研究和继续医学教育（CME）方面的结构，以及根据国际模拟实践标准确定拉丁美洲中心主任对质量的看法。
对拉丁美洲的模拟中心主任进行了一项定量、描述性横断面研究，采用了人口统计问卷和李克特式调查。
记录了408个模拟中心，240名主任回答了调查问卷，其中149份数据是关于42项质量自我认知量表的完整回复，并在与项目质量相关的进一步分析中被视为有效。回复的中心大多来自智利、巴西和墨西哥（分别为37.5%、18.1%、12.7%）。84%的中心以大学为基础，71%的中心规模中等，教员少于10人（54%）。主任大多为女性（61.7%）、医生（50%）和护士（40%），具有临床专业（37%）、硕士学位（53%）和博士学位（,13%）。75%的人完成了模拟教员课程，6%的人获得了奖学金。大多数人认为在他们的中心维持国际质量标准很重要，主要体现在反思性训练技术、伦理方面和适当的学习环境。
在拉丁美洲，健康科学领域基于模拟的教育在大学环境中不断发展，这是一个重要的学术专业化过程，旨在坚持高质量标准，以改善临床技能、人为因素和批判性思维的培训与发展。我们建议在拉丁美洲启动认证程序，并开展基于客观观察而非自我报告来衡量本地区基于模拟的教育质量的研究。
