ABSTRACT
Resumen Objetivo: Nuestro objetivo es comparar la efectividad de la tutoría impartida por pares de 6° versus 14° semestre en la adquisición de habilidades procedimentales básicas en estudiantes de medicina. Materiales y Método: Estudio cuasi-experimental, antes y después. La intervención consta inicialmente de un curso de formación de monitores de sutura (MS) para dos estudiantes de 6° y dos de 14° semestre de medicina. Posteriormente se implementó un taller de sutura tutorizado por MS a 23 estudiantes de 8° semestre de medicina. Se evaluó sutura continua y discontinua mediante el instrumento: "The Objective Structured Assessment Of Technical Skills" (OSATS) y satisfacción mediante encuesta tipo Likert validada por expertos. Se describen y comparan los resultados pre y postintervención y satisfacción de los estudiantes, de acuerdo al semestre cursado del MS. Se aplicó consentimiento informado. Se utilizó SPSS24® para análisis estadístico mediante prueba de Mann Whitney. Se consideró significativo p < 0,05. Resultados: Ambos grupos progresaron significativamente en la escala OSATS, grupo tutorizado por MS de 6° semestre: 18,1 vs 28,1 (p < 0,001) y grupo tutorizado por MS de 14° semestre: 15,5 vs 27,8 (p < 0,001). Los puntajes finales no presentan diferencias significativas. La intervención fue evaluada con 66 de 68 puntos, sin diferencias significativas según el semestre cursado del MS. Conclusión: Nuestra experiencia muestra que es posible utilizar la tutoría por pares entrenados para la enseñanza de habilidades quirúrgicas, independientemente si la tutoría es impartida por pares de cursos inferiores o superiores, logrando un progreso significativo y un desempeño procedimental equivalente, además de una alta satisfacción entre los estudiantes.
Aim: Our objective is to compare the effectiveness of tutoring taught by 6th versus 14th semester peer students in the acquisition of basic procedural skills in medical students. Materials and Method: Quasi experimental study, before and after. The intervention initially consists of a training workshop for suture monitors (SM) for two students of 6th and two students of 14th semester of medicine. Subsequently, a suture workshop taught by SM to 23 fourth-year medical students was implemented. Continuous and discontinuous suture was evaluated using the instrument: "Objective structured evaluation of technical skills" (OSATS) and satisfaction through a survey validated by experts. The results of pre and post intervention and student satisfaction are described and compared, according to the semester attended by the SM. Informed consent was applied. Excel® and SPSS24® were used for statistical analysis by Mann Whitney test. It was considered significant p < 0.05. Results: Both groups progressed significantly on the OSATS scale, group tutored by 6° semester SM: 18.1 vs 28,1 (p < 0.001) and group tutored by 14° semester SM: 15.5 vs 27,8 and (p < 0.001). The final scores did not they present significant differences. The intervention was well evaluated with 66 out of 68 points, without significant differences according to the semester coursed of the SM. Conclusion: Our experience shows that it is possible to use peer tutoring by trained tutors to teach surgical skills, regardless of whether the teaching is given by pairs of lower or higher courses, achieving significant progress and equivalent procedural performance, in addition to high satisfaction among students.
Subject(s)
Humans , Surgical Procedures, Operative/education , Education, Medical/methods , Surgeons/education , Students, Medical , Mentoring/methodsABSTRACT
INTRODUCCIÓN: Las técnicas de sutura básicas se consideran competencias mínimas de un egresado de medicina y son fundamentales en el ejercicio de la medicina general. Actualmente, los estudiantes de la Universidad de Concepción no poseen una instancia formal para adquirir estas competencias. OBJETIVOS: Evaluar la validez de un programa de formación de alumnos monitores de sutura a través de los resultados obtenidos mediante un método de evaluación estandarizado, realizado en estudiantes de pregrado de medicina de la Universidad de Concepción. METODOLOGÍA: Estudio preexperimental antes y después. Se realizó intervención teórico-práctica para seis estudiantes de medicina de distintos semestres cursados, entre los meses de mayo y julio de 2017. Consistió en tres módulos: clases teóricas, práctica en modelo biológico y módulo en pabellón quirúrgico supervisado por subespecialistas. Se evaluó punto de sutura continuo y discontinuo en modelo biológico mediante la escala "The Objective Structured Assessment Of Technical Skills" (OSATS). Se describen y comparan resultados de la escala OSATS antes y después del curso. Se aplicó consentimiento informado. Se utilizó SPSS® para análisis estadístico mediante prueba de Mann-Whitney para variables no paramétricas. Se consideró significativo p < 0,05. RESULTADOS: Todos los participantes mejoraron puntuación en escala OSATS. Los participantes progresaron significativamente sus resultados en las distintas escalas OSATS (5,2 vs 8,8; p < 0,05 y 16,5 vs 27,2; p < 0,05) al comparar resultados pre vs posintervención respectivamente. DISCUSIÓN: Nuestra experiencia demuestra que es posible crear un taller de formación de MS con muy buenos resultados, para estudiantes de medicina, a través de una capacitación trimodal, con clases teóricas, simulación y práctica in vivo. Además, constituye la base de futuras investigaciones que buscan solucionar la inexistencia de un programa formal de enseñanza de técnicas de sutura a los estudiantes de medicina de nuestra facultad.
INTRODUCTION: Suture techniques are considered the minimum of a medical examination and are fundamental in the practice of medicine. Currently, the students of the Universidad de Concepción do not have a formal instance to acquire these competences. AIM: To evaluate the validity of a training program for Suture Instructor (SI) students through the results obtained through a standardized assessment method, carried out in undergraduate students of medicine at the University of Concepción. METHOD: Preexperimental before and after study. A theoretical-practical intervention was carried out for six medical students of different semesters of the career, between the months of May and July 2017. It consisted of three modules: theoretical classes, practice in biological model and module in surgical pavilion supervised by subspecialists. Continuous and interrupted sutures were evaluated in the biological model using the "The Objective Structured Assessment of Technical Skills" (OSATS) scale. Results of the OSATS scale are described and compared before and after the course. Informed consent was applied. SPSS® was used for statistical analysis by Mann-Whitney test for non-parametric variables. It was considered significant p < 0.05. Results: All participants improved score on OSATS scale. The participants progressed significantly their results in the different OSATS scales (5.2 vs 8.8, p < 0.05 and 16.5 vs 27.2, p < 0.05) when comparing pre vs post intervention results respectively. DISCUSSION: Our experience shows that it is possible to create an SI training workshop with excellent results for medical students, through a three phase training program, with theory classes, simulation and "in vivo" practice. It also constitutes the basis of future research that seeks to solve the lack of a formal program of teaching suture techniques to medical students of our university.
Subject(s)
Humans , Sutures , Suture Techniques/education , Education, Medical, Undergraduate/methods , Students, Medical , Reproducibility of Results , Clinical Competence , Educational Measurement , Learning Curve , Simulation TrainingABSTRACT
A subgroup of patients infected with the Hantavirus develops a pulmonary syndrome (HPS) characterized by severe acute respiratory failure and myocardial depression, that has a high mortality rate. Extracorporeal life support (ECLS) could be a valuable therapeutic tool in such patients. We report a 24 years old male with HPS that was successfully managed when an arterio-venous shunt was added to a conventional veno-arterial ECLS technique. Precise criteria have been developed to predict which patients should be considered for this treatment.
Subject(s)
Adult , Humans , Male , Arteriovenous Shunt, Surgical/methods , Extracorporeal Membrane Oxygenation/methods , Hantavirus Pulmonary Syndrome/therapy , Pulmonary Artery/surgery , Arteriovenous Shunt, Surgical/instrumentation , Extracorporeal Membrane Oxygenation/instrumentationABSTRACT
Background:Monitoring of cardiac preload by determination of pulmonary artery occlusion pressure (PAOP) has been traditionally used to guide fluid therapy to optimize cardiac output (CO). Since factors such as intrathoracic pressure and ventricular compliance may modify PAOP, volumetric estimators of preload have been developed. The PiCCO system is able to measure CO and intrathoracic blood volume (ITBV) by transpulmonary thermodilution. Aim: To compare a volumetric (ITBV) versus a pressure (PAOP) determination to accurately estimate cardiac preload in severely ill patients. Patients and Methods: From June 2001 to October 2003, 22 mechanically ventilated patients with hemodynamic instability underwent hemodynamic monitoring with pulmonary artery catheter (PAC) and PiCCO system. ITBV index (ITBVI), PAOP and CI were measured simultaneously by both methods. One hundred thirty eight deltas (D) were obtained from the difference of ITBVI, PAOP, CI-PAC and CI-PiCCO between 6-12 am and 6-12 pm. Linear regression analysis of DITBVI versus Ð CI-PiCCO and Ð PAOP versus DCI-PAC were made. Results: Mean age of patients was 60.8 ± 19.4 years. APACHE II was 23.9 ± 7. Fifteen patients met criteria for acute respiratory distress syndrome (ARDS). Delta ITBVI significantly correlated with DCI-PiCCO (r=0.54; 95% confidence interval = 0.41-0.65; p <0.01). There was no correlation between DPAOP and Ð CI-PAC. Conclusion: ITBVI correlated better with CI than PAOP, and therefore it seems to be a more accurate estimator of preload in unstable, mechanically ventilated patients.