Ver, oír y aprender. Una filmación educativa para la enseñanza de habilidades en exploración física / Watch, listen and learn. An educational film for teaching physical examination skills

Introducción: Hemos desarrollado un cortometraje educativo para la formación en exploración física de estudiantes de medicina de tercer año, sin experiencia previa en habilidades clínicas. Materiales y métodos: El estudio se ha realizado en el Servicio de Medicina Interna del Hospital Universitari Sagrat Cor de Barcelona durante dos años consecutivos. Se efectuaron evaluaciones sobre exploración física de los estudiantes antes y después de ver la película. La primera evaluación se llevó a cabo el primer día de estancia de los estudiantes en el hospital. A continuación, visualizaron la filmación y se les informó de que al cabo de 48 horas se efectuaría una segunda evaluación en la que deberían realizar una exploración física de acuerdo con lo que habían visto y oído en el cortometraje. Al final del período de seis semanas de estancia en el hospital se realizó una tercera evaluación. Todas las evaluaciones se llevaron a cabo por el mismo profesor, a partir de un listado de contenidos evaluativos elaborado previamente. Resultados: Después de ver la película, 48 horas después de su llegada al hospital, los estudiantes habían mejorado en las diferentes pruebas de exploración física, en una tasa media del 43,4%. Al cabo de seis semanas, se apreció un 14,3% de mejora en relación con la segunda evaluación del tercer día del curso. Conclusión: Un cortometraje es un buen medio para la formación en la exploración física normal, más rápido que otros sistemas de enseñanza y favorece la adopción de competencias estables

Introduction: We created a short educational film to teach third-year medical students on physical examination, without previous experience in clinical skills. Designed to be understood without other explanations than those which appear in the film, the students are shown the film on their first day in the hospital. Materials and methods: The study has been made in the Department of Internal Medicine at the University Hospital Sagrat Cor of Barcelona during two consecutives course years. We assess the educational possibilities of this resource testing student skills before and after watching the film. The first evaluation was held on the students' first day in the hospital and they were informed that 48 hours later they would be given a second evaluation where they had to do a physical exploration according to the film. At the end of the 6-week period in the internal medicine department the third evaluation was given. All of these explorations were performed by the same professor with a same check list. Results: After watching the film, 48 hours after their arrival, the students had improved in the different tests on physical exploration, at an average rate of 43.4%. At the end of the stage their progression was of 14.3% improvement in relation to the third day of the course. Conclusion: A short film is a good element for training in normal physical exploration, faster than other teaching systems, and also gives permanent skills

Teaching basic life support algorithms by either multimedia presentations or case based discussion equally improves the level of cognitive skills of undergraduate medical students.

BACKGROUND: There is no evidence on the best method for teaching Basic Life Support (BLS). AIMS: To compare two methods for teaching BLS, assessing the level of cognitive skills. METHODS: Randomized, prospective study including 68 medical students. BLS algorithms were taught for 60 minutes using either a multimedia presentation (Group I, n=34) or case based discussion (Group II, n=34). Assessments included a scenario-based quiz test and an error-pinpointing video, which the students completed before (T1) and after (T2) teaching. Comparisons between both groups were made on scores of the assessments, actual increases in scores (final value - initial value) and score gains (actual increase/potential increase). RESULTS: No significant differences were found between the groups in any of the recorded scores. Both groups improved their T2 scores (p values <0.001). The actual increases in scores and the score gains were similar in both groups. Test scores improved in 55.9% of students in Group I and 58.8% in Group II; video scores improved in 85.3% of Group I and in 82.3% of Group II. CONCLUSIONS: BLS teaching by either multimedia presentations or case based discussion equally improves the level of cognitive skills among medical students.