Clinical simulation in the Argentine context: student perception and educational challenges
DOI:
https://doi.org/10.56294/shp202356Keywords:
Clinical simulation, Medical education, Patient safety, University education, Educational evaluationAbstract
The research addressed the use of clinical simulation as an educational strategy for medical students at the Universidad Abierta Interamericana (UAI), in an Argentine context characterized by structural challenges in health and education. Since the reports of the Institute of Medicine (IOM) in 1999 and 2001, simulation has been promoted as a key tool for reducing medical errors and improving the quality of care. This descriptive cross-sectional study set out to identify areas for improvement in the implementation of clinical simulation, through surveys conducted with final-year students who had completed their rotating internship by March 2024.
The results showed an overall positive assessment of clinical simulation, highlighting its effectiveness for skills development and its realism. However, opportunities for improvement were also identified. Fifty-one percent of the students pointed out deficiencies in curricular integration and in the measurement of results. In addition, 61% expressed the need for more time to master competencies, and 47% negatively evaluated team training. Instructor training and the educational context were rated as acceptable but perfectible.
It was concluded that, although clinical simulation has been a valued training tool at the UAI, its impact could be optimized through structural adjustments in curriculum design, teacher training and the duration of internships. In the current Argentinean context, where educational inequalities are palpable, simulation is presented as a strategic resource for training competent doctors committed to patient safety.
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