RT Conference Proceedings
T1 The Impact of Student-designed Clinical Simulations in OSCE  scenarios on the assessment score of Medicine Degree's Anaesthesia  students and Podiatry Degree's Pharmacology students.
A1 Bellido-Estévez, Inmaculada
A1 Blanco-Reina, Encarnación
A1 Bellido Estévez, María Victoria
A1 Barroso González, Alejandro
A1 Guerrero-Orriach, José Luis
A1 Raigón Ponferrada, Aída
A1 Gómez-Luque, José Aurelio
K1 Competencia clínica
K1 Podología - Estudio y enseñanza
K1 Farmacología - Estudio y enseñanza
K1 Medicina - Estudio y enseñanza
AB Objective: Determine the impact of Student-Designed Clinical Simulations in OSCE scenarios onthe learning and assessment score of Anaesthesia students from Medicine Degree andPharmacology students from Podiatry Degree.Method: Five-year study in which a cohort of medicine and podiatry undergraduate studentsfrom a single institution was recruited for undergraduate students were trained using SC-ECOEthat included: 1) Medical students: endotracheal intubation, assisted ventilation, peripherallyinserted central catheter, and drug administration through various routes. 2) Podiatry students:locoregional anesthesia and cures with administration of topical drugs to the foot. Medicine andPodiatry students were involved in the design of clinical simulation scenarios for OSCEassessments. They collaborated with faculty members to develop realistic scenarios based oncourse objectives and clinical guidelines. These scenarios were then implemented in the OSCEassessments. Results: 633 students were included, 78% female, 21±2.6 years old. The average time spent by thestudents in completing the designed and training in SC-OSCE was 10.2±3.6 h in AnaesthesiaMedicineand 10.5±2.5 h in Pharmacology-Podiatry student. The percentage of students who weresatisfied with this form of learning was 89.5%. The group of SC-OSCE designed by studentsshowed a greater number of correct answers to the evaluation questions compared to studentswhich no collaborate in the clinical simulation in OSCE scenario design, +16.8% correct answers(P < O.OS). Even more students in the experimental group showed improvements in clinicalreasoning, decision-making, communication skills and team work.Conclusion: Incorporating student to the design of clinical simulations into OSCE scenariospositively impacts their assessment seores, promotes their active learning, and fosters thedevelopment of clinical and communication skills.
YR 2024
FD 2024
LK https://hdl.handle.net/10630/31892
UL https://hdl.handle.net/10630/31892
LA eng
NO Bellido-Estevez I, Blanco-Reina E, Bellido Estevez MV, Barroso González A, Guerrero Orriach JL, Raigon Ponferrada A, Gomez-Luque A. The Impact of Student-designed Clinical Simulations in OSCE scenarios on the assessment score of Medicine Degree´s Anaesthesia students and Podiatry Degree´s Pharmacology students. 9th European Congress of Pharmacology (Federation of European Pharmacological Societies, EPHAR, affiliate member of IUPHAR). PP007, Libro abstract 2024: pp: 24. Athenas, Grecia, 23-26 Junio, 2024.
NO Acknowledgements Funded by Grupo Permanente de Innovación Educativa (GpIE) PIE22-038-GpIE en Simulación y ECOEs (SimEco) convocatoria INNOVA22, University of Málaga.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 22 ene 2026