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The capacity to diagnose in stressful conditions becomes essential in the actual daily clinical practice. Learning in clinical health disciplines is based on practice with patients. Students have to learn how to treat patients who start a course of medical treatment with them, as well as those who are already receiving treatment. The student/teacher ratio is not good enough, unfortunately, to provide complete monitoring, so that, although students receive a good deal of attention and tutoring from their lecturers, they frequently have to make minor/major decisions on their own. The time factor, which obliges them to perform this kind of clinical practice under pressure, should also be considered, since it is a frequent cause of cognitive error. The absence of clinical memory—where students are unable to recall basic clinical data in their patients’ history or remember what kind of extractions have to be performed—is also commonplace. A new learning system to complement theory lessons, seminars, practical lessons and tutorials is proposed in this paper to teach future health professionals in Clinical Health Disciplines. A simulation-based model supported in the e-learning web was tested in a postgraduate context of 34 students of different courses of the specialism. This system has substantially improved the specific ability for solving clinical conflicts in a specialized medical discipline. Finally, students showed a big satisfaction with this method. There was an improvement in the acquisition capacity of the specific expertise on the above mentioned subject.