Why teaching empathy is important for the medical degree. / ¿Por qué es importante la enseñanza de la empatía en el Grado de Medicina?

Empathy is a basic skill in the exercise of medicine and increases patient and physician satisfaction and improves clinical results. However, the teaching of empathy is poorly covered in the teaching plans. A number of studies have observed a reduction in empathy during the final training courses. The reasons for this decline include, the students' excessive academic workload, the prioritisation of acquiring medical expertise over humanistic knowledge, the patient load in hospitals and health centres and the physicians' need to distance themselves from their patients. Nevertheless, intervention studies through simulation with standardised patients have shown an increase in empathy in students, which can be evaluated through the Jefferson scales: JSE-S and JSPPPE. The teaching of empathy to medical students is an important commitment in the curricular programs of medical schools.

Simulators help improve student confidence to acquire skills in urology.

OBJECTIVE: To know the level of confidence of fifth year medical students in order to perform maneuvers in bladder catheterization and rectal examination before and after training with simulators. To be able to assess student satisfaction regarding the use of the simulation as a learning method. MATERIAL AND METHODS: The study was conducted in the Simulation Center of the Faculty of Medicine. A total of 173 students who completed a practical workshop on the subject of Urology participated. The students were asked to answer anonymous questionnaires on their level of confidence in performing a bladder catheterization and rectal examination before and after the workshop as well as their satisfaction in using the simulation as a training tool. The workshops were organized using groups of 10 students. A teacher or a resident in that area of expertise supervised each student individually, resolving their doubts and teaching them the proper technique. RESULTS: All the evaluations made on the different abilities were significantly higher after training (P<.001). Significant differences were found in the confidence level between men and women before the training regarding male urethral catheterization maneuvers and recognition of normal or pathological prostate, The confidence level was lower in women (P<.05). These differences disappeared after training. The level of overall satisfaction with the workshop was high, going from 4.47 ± 0.9 to a maximum score of 5. CONCLUSIONS: Simulation is a training method that helps improve the confidence of the medical student in performing a bladder catheterization and digital rectal examination.

[Confidence assessment among medical students trained with an obstetric simulator]. / Confianza de los estudiantes de medicina en el aprendizaje de la exploración obstétrica con simuladores.

BACKGROUND: To determine the degree of confidence of students regarding obstetric examination before and after training with simulators, and assess their satisfaction with the use of simulation as a tool for acquiring skills. METHODS: Training groups involved 10 students per lecturer. Students learned how to perform Leopold's manoeuvres and measure uterine height with a simulator. The instructor supervised each physical exam. Surveys by those students who had previously done an internship at the Department of Obstetric & Gynecology were not taken into account. RESULTS: Students' confidence in performing the procedures improved significantly (p≤0.001) after the intervention.

Confianza de los estudiantes de medicina en el aprendizaje de la exploración obstétrica con simuladores / Confidence assessment among medical students trained with an obstetric simulator

Fundamento. Conocer el grado de confianza de los alumnos respecto a la exploración obstétrica antes y después del entrenamiento con simuladores, y valorar su satisfacción respecto a la utilización de la simulación como herramienta facilitadora de adquisición de habilidades. Material y métodos. Los grupos de prácticas estaban formados por un profesor y 10 alumnos. Los estudiantes aprendieron sobre un simulador de embarazo a realizarlas maniobras de Leopold y medición de la altura uterina. Cada exploración obstétrica era supervisada por el docente. No se tuvieron en cuenta las encuestas de confianza y satisfacción de los alumnos que habían realizado previamente la pasantía por el Departamento de Obstetricia y Ginecología. Resultados. Se observó una mejora de confianza para ambas habilidades después del taller con el simulador de embarazo (p≤0,001). Conclusiones. El entrenamiento con el simulador mejora la confianza de los alumnos respecto a la adquisición de habilidades en obstetricia (AU)

Background. To determine the degree of confidence of students regarding obstetric examination before and after training with simulators, and assess their satisfaction with the use of simulation as a tool for acquiring skills. Methods. Training groups involved 10 students per lecturer. Students learned how to perform Leopold’s manoeuvres and measure uterine height with a simulator. The instructor supervised each physical exam. Surveys by those students who had previously done an internship at the Department of Obstetric & Gynecology were not taken into account. Results. Students’ confidence in performing the procedures improved significantly (p≤0.001) after the intervention. Conclusions. Simulator training improved the medical students’ confidence in performing obstetric exam (AU)

Comparación de dos métodos de detección de posibles efectos adversos intrahospitalarios / No disponible

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