Browsing by Author "Montana, Rodrigo"

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    Implementation of Distance-Based Simulation Training Programs for Healthcare Professionals Breaking Barriers During COVID-19 Pandemic
    (LIPPINCOTT WILLIAMS & WILKINS, 2021) Vera, Magdalena; Kattan, Eduardo; Cerda, Tomas; Niklitshek, Jessie; Montana, Rodrigo; Varas, Julian; Corvetto, Marcia A.
    A Summary Statement: The sudden rise of critically ill patients secondary to the SARS-CoV-2 pandemic has triggered a surge in healthcare response. This project's goal was to provide essential cognitive and technical skills to healthcare professionals returning to the workforce or reassigned to critical care clinical duties during the COVID-19 pandemic. The plan included the implementation of 4 distance-based simulation training programs, with asynchronous personalized feedback. The courses allowed the acquisition of skills for the complete critical care patient management chain: use of personal protection equipment, use of a high-flow nasal cannula, endotracheal intubation, and prone positioning. Participants logged into the platform, reviewed material, practiced while recording the session, and uploaded the video through the training platform. The expert tutor remotely delivered asynchronous feedback. Participants trained remotely until achieving course approval. Remote-based simulation seems a feasible and attractive alternative to provide adequate educational solutions, especially for remote and rural areas.
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    Simulation in medical education: a synopsis
    (SOC MEDICA SANTIAGO, 2013) Corvetto, Marcia; Pia Bravo, Maria; Montana, Rodrigo; Utili, Franco; Escudero, Eliana; Boza, Camilo; Varas, Julian; Dagnino, Jorge
    Simulation in medical education: a synopsis Clinical simulation is defined as a technique (not a technology) to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Over the past few years, there has been a significant growth in its use, both as a learning tool and as an assessment for accreditation. Example of this is the fact that simulation is an integral part of medical education curricula abroad. Some authors have cited it as an unavoidable necessity or as an ethical imperative. In Chile, its formal inclusion in Medical Schools' curricula has just begun. This review is an overview of this important educational tool, presenting the evidence about its usefulness in medical education and describing its current situation in Chile. (Rev Med Chile 2013; 141: 70-79).