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• W2900609364 abstract "Abdominal paracentesis is an area that every general physician should know about, and the current learning model is unsafe for patients. Simulation allows students to develop their skills prior to clinical confrontation with minimal risks. The aims of this study were to design and evaluate a paracentesis simulation workshop for undergraduate students. A workshop was implemented using a specially designed and validated simulation model for abdominal paracentesis. The simulated technique considered the recognition of materials, operator equipment, asepsis, anesthesia, puncture and obtaining liquid, collecting samples for analysis, withdrawal of the material and occlusion. A 24-point direct observation checklist was administered to assess the student. We assessed two students at the beginning of the workshop and all the students at the end. A perception survey was applied to attendees at the end of the workshop. 247 students were included and a workshop that involved 8 students per session was held. Students significantly improved their skills comparing pre- and post-evaluation results [13.36 ± 4.46 (55.7%) vs. 22.3 ± 1.83 (92.9%) respectively (n = 69) p < 0.001]. The students’ perception questionnaire (n = 38) showed that the training sessions were highly valued, averaging 4.8 ± 0.38 on a Likert scale of 1–5. Simulated training in abdominal paracentesis is a very good teaching method. This teaching methodology should be highly recommended as an educational strategy in medicine because it could accelerate the acquisition of clinical skills in a safe learning environment. La paracentesis abdominal es una competencia que todo médico general debe conocer, y el modelo de aprendizaje actual no es seguro para los pacientes. La simulación permite a los estudiantes desarrollar habilidades antes del enfrentamiento clínico minimizando riesgos. Los objetivos de este estudio han sido diseñar y evaluar un taller de simulación de paracentesis para estudiantes de pregrado. Se implementó un taller de paracentesis abdominal, utilizando un fantoma especialmente diseñado y validado. La enseñanza de la técnica consideró el reconocimiento de materiales, equipo del operador, asepsia, anestesia, punción y obtención de líquido, recolección de muestras para análisis, extracción del material y oclusión. Para la evaluación se usó una pauta de observación directa (24 puntos). Dos estudiantes por grupo fueron evaluados al comienzo del taller y todos los alumnos se evaluaron al final. Al término del taller se aplicó una encuesta de percepción a los asistentes. Se incluyeron 247 estudiantes en un taller que involucraba 8 alumnos por sesión. Los estudiantes mejoraron significativamente sus habilidades al comparar los resultados de la pre-evaluación versus la postevaluación (13,36 ± 4,46 [55,7%] vs. 22,3 ± 1,83 [92,9%], respectivamente [n = 69]; p < 0,001]. El cuestionario de percepción de los estudiantes (n = 38) demostró que las sesiones de entrenamiento fueron valoradas positivamente, con un promedio de 4,8 ± 0,38 en la escala de Likert de 1-5. El entrenamiento simulado en paracentesis es un muy buen método de enseñanza. Esta metodología debe ser altamente recomendada como estrategia educacional en medicina, ya que podría acelerar la adquisición de habilidades clínicas en un ambiente de aprendizaje seguro." @default.
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• W2900609364 date "2019-04-01" @default.
• W2900609364 modified "2023-09-26" @default.
• W2900609364 title "Simulated training program in abdominal paracentesis for undergraduate medical students" @default.
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• W2900609364 doi "https://doi.org/10.1016/j.gastrohep.2018.10.001" @default.
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