APROXIMACIÓN METODOLÓGICA PARA LA IMPLANTACIÓN DE TECNOLOGÍA E-LEARNING EN LA FORMACIÓN SANITARIA

[EN] The use of technology in education has enabled organizations to seriously bet on the new possibilities they offer. However, not only you have to have the technology, since these can be used in a disorganized way, but they must be established in an advantageous environment that enhances the teaching-learning process. While health eLearning as its name suggests, is applied training in a medical environment, there are many experiences that do not conform to a methodological approach that allows customized instructional and technological environment of these experiences. The main objective of this thesis is to establish a methodological approach for implementing an eLearning technology in a medical environment, using virtual learning platform. The eLearning training done has been supported following the ADDIE instructional design model as a reference, allowing set specifically for each training, a set of steps to follow. ELearning has developed a method, called eRibera, which has established a set of recommendations, facilitating the integration of eLearning technology. The proposed methodology has been evaluated using a set of indicators that examined the use of eLearning resources deployed in virtual learning platform, as well as the opinions of the participants of the training. The results obtained in the application of the methodology in different eLearning experiences allow us to confirm the effectiveness of using virtual learning platforms in this context.[ES] El uso de tecnologías en la educación ha permitido que las organizaciones apuesten seriamente por las nuevas posibilidades que estas ofrecen. De todas formas, no sólo hay que disponer de las tecnologías, puesto que estas se pueden utilizar de manera desorganizada, sino que hay que establecer en ellas un entorno ventajoso que mejore el proceso de enseñanza-aprendizaje. Si bien, el eLearning sanitario como su propio nombre indica, es la formación aplicada en un entorno sanitario, existen numerosas experiencias que no se ajustan a una aproximación metodológica que permita personalizar el entorno instructivo y tecnológico de estas experiencias. El objetivo principal de esta tesis consiste en establecer una aproximación metodológica para implantar una tecnología eLearning en un entorno sanitario, mediante el uso de una plataforma de aprendizaje virtual. La formación eLearning realizada se ha apoyado siguiendo el modelo de diseño instruccional ADDIE como referencia, permitiendo establecer de forma específica para cada acción formativa, un conjunto de fases a seguir. Se ha formulado un método eLearning, denominado eRibera, que ha permitido establecer un conjunto de recomendaciones, facilitando la incorporación de la tecnología eLearning. La propuesta metodológica ha sido evaluada mediante un conjunto de indicadores que analizaban el uso de los recursos eLearning implementados en la plataforma de aprendizaje virtual, así como, las opiniones de los participantes de la formación recibida. Los resultados obtenidos en la aplicación de la propuesta metodológica en diferentes experiencias eLearning, permiten afirmar la efectividad del uso de las plataformas de aprendizaje virtual en este contexto.[CA] L'ús de tecnologies en l'educació ha permés que les organitzacions aposten seriosament per les noves possibilitats que estes oferixen. De totes maneres, no sols cal disposar de les tecnologies, ja que estes es poden utilitzar de manera desorganitzada, sinó que cal establir en elles un entorn avantatjós que millore el procés d'ensenyança-aprenentatge. Si bé, l'eLearning sanitari com el seu propi nom indica, és la formació aplicada en un entorn sanitari, hi ha nombroses experiències que no s'ajusten a una aproximació metodològica que permeta personalitzar l'entorn instructiu i tecnològic d'estes experiències. L'objectiu principal d'esta tesi consistix a establir una aproximació metodològica per a implantar una tecnologia eLearning en un entorn sanitari, per mitjà de l'ús d'una plataforma d'aprenentatge virtual. La formació eLearning realitzada s'ha recolzat seguint el model de disseny instruccional ADDIE com a referència, permetent establir de forma específica per a cada acció formativa, un conjunt de fases que s'ha de seguir. S'ha formulat un mètode eLearning, denominat eRibera, que ha permés establir un conjunt de recomanacions, facilitant la incorporació de la tecnologia eLearning. La proposta metodològica ha sigut avaluada per mitjà d'un conjunt d'indicadors que analitzaven l'ús dels recursos eLearning implementats en la plataforma d'aprenentatge virtual, així com, les opinions dels participants de la formació rebuda. Els resultats obtinguts en l'aplicació de la proposta metodològica en diferents experiències eLearning, permeten afirmar l'efectivitat de l'ús de les plataformes d'aprenentatge virtual en este context.Izquierdo Soriano, JV. (2016). APROXIMACIÓN METODOLÓGICA PARA LA IMPLANTACIÓN DE TECNOLOGÍA E-LEARNING EN LA FORMACIÓN SANITARIA [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/62533TESI

Medicina Balear 2014, vol. 29, n. 3

Medicina Balear, òrgan de la Reial Acadèmia de Medicina de les Illes Balears, publica en català, castellà o anglès treballs originals, articles de revisió, cartes al director i altres escrits d'interès relacionats amb les ciències de la salut i presta particular atenció als treballs que tinguin per àmbit les Illes Balears i altres territoris de la conca mediterrània occidental. La revista sotmet els manuscrits a la revisió anònima per al menys dos experts externs (peer review

An investigation into the effects of commencing haemodialysis in the critically ill

<b>Introduction:</b> We have aimed to describe haemodynamic changes when haemodialysis is instituted in the critically ill. 3 hypotheses are tested: 1)The initial session is associated with cardiovascular instability, 2)The initial session is associated with more cardiovascular instability compared to subsequent sessions, and 3)Looking at unstable sessions alone, there will be a greater proportion of potentially harmful changes in the initial sessions compared to subsequent ones. <b>Methods:</b> Data was collected for 209 patients, identifying 1605 dialysis sessions. Analysis was performed on hourly records, classifying sessions as stable/unstable by a cutoff of >+/-20% change in baseline physiology (HR/MAP). Data from 3 hours prior, and 4 hours after dialysis was included, and average and minimum values derived. 3 time comparisons were made (pre-HD:during, during HD:post, pre-HD:post). Initial sessions were analysed separately from subsequent sessions to derive 2 groups. If a session was identified as being unstable, then the nature of instability was examined by recording whether changes crossed defined physiological ranges. The changes seen in unstable sessions could be described as to their effects: being harmful/potentially harmful, or beneficial/potentially beneficial. <b>Results:</b> Discarding incomplete data, 181 initial and 1382 subsequent sessions were analysed. A session was deemed to be stable if there was no significant change (>+/-20%) in the time-averaged or minimum MAP/HR across time comparisons. By this definition 85/181 initial sessions were unstable (47%, 95% CI SEM 39.8-54.2). Therefore Hypothesis 1 is accepted. This compares to 44% of subsequent sessions (95% CI 41.1-46.3). Comparing these proportions and their respective CI gives a 95% CI for the standard error of the difference of -4% to 10%. Therefore Hypothesis 2 is rejected. In initial sessions there were 92/1020 harmful changes. This gives a proportion of 9.0% (95% CI SEM 7.4-10.9). In the subsequent sessions there were 712/7248 harmful changes. This gives a proportion of 9.8% (95% CI SEM 9.1-10.5). Comparing the two unpaired proportions gives a difference of -0.08% with a 95% CI of the SE of the difference of -2.5 to +1.2. Hypothesis 3 is rejected. Fisher’s exact test gives a result of p=0.68, reinforcing the lack of significant variance. <b>Conclusions:</b> Our results reject the claims that using haemodialysis is an inherently unstable choice of therapy. Although proportionally more of the initial sessions are classed as unstable, the majority of MAP and HR changes are beneficial in nature

Abstracts from the 50th European Society of Human Genetics Conference: Posters

International audienc

Virtual reality and live scenario simulation: options for training medical students in mass casualty incident triage

Introduction Multicasualty triage is the process of establishing the priority of care among casualties in disaster management. Recent mass casualty incidents (MCI) revealed that health personnel are unfamiliar with the triage protocols. The objective of this study is to compare the relative impact of two simulation-based methods for training medical students in mass casualty triage using the Simple Triage and Rapid Treatment (START) algorithm. Methods A prospective randomized controlled longitudinal study. Medical students enrolled in the emergency medicine course were randomized into two groups (A and B). On day 1, group A students were exposed to a virtual reality (VR) scenario and group B students were exposed to a live scenario (LS), both exercises aiming at triaging 10 victims in a limited period of time (30 seconds/victim). On day 2 all students attended a 2-hour lecture about medical disaster management and START. On day 3 group A and B students were exposed to a LS and to a VR scenario respectively. The vital signs and clinical condition of the 10 victims were identical in the two scenarios. Ability of the groups to manage a simulated triage scenario was then compared (times and triage accuracy). Results Groups A and B were composed of 25 and 28 students respectively. During day 1 group A LS triage accuracy was 58%, while the average time to assess all patients was 4 minutes 28 seconds. The group B VR scenario triage accuracy was 52%, while the average time to complete the assessment was 5 minutes 18 seconds. During day 3 the triage accuracy for group A VR simulation was 92%, while the average time was 3 minutes 53 seconds. Group B triage accuracy during the LS was 84%, with an average time of 3 minutes 25 seconds. Triage scores improved significantly during day 3 (P < 0.001) in the two groups. The time to complete each scenario decreased significantly from day 1 to day 3. Conclusions The study demonstrates that the training course generates significant improvement in triage accuracy and speed. It also reveals that VR simulation compared to live exercises has equivalent results in prompting critical decisions in mass casualty drills. In the beginning the average time to complete the VR scenario was higher than the LS. This could be due to the fact that on day 1 very detailed VR victims created a higher challenge for untaught students. However, the higher triage accuracy recorded at the end of day 3 in VR could be explained by a lower stress level compared to the LS, which could be creating a more stressful environment in taught students