University Rey Juan Carlos (SPAIN)
About this paper:
Appears in: ICERI2016 Proceedings
Publication year: 2016
Pages: 6960-6965
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0592
Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain
Simulated learning environments (SLE) in Health Sciences education stimulates and promotes learning, representing as much as possible a complex clinical setting. Simulation is a good tool to work professionals’ performances and coordination in rare critical situations. Also, interdisciplinary and teamwork are fundamental aspects of the real clinical practice, so an interdisciplinary SLE can help to increase knowledge of other professions as well as improve the holistic view of the patient.

To promote knowledge among health disciplines, which are taught in Health Sciences Faculty at Rey Juan Carlos University; to emphasize communication between them into simulated situation; and to know the scope and responsibility of each discipline without forgetting the importance and necessity of teamwork.

A common clinical and professional situation was setting, which resolution was to indicate possession or not of clinical competence’s components. Also, this clinical situation was a tool for the acquisition of skills from active learning by students. Another educational objectives were raised.

A group of 6 students was set up from different grades in Medicine, Nursing, Psychology, Physical Therapy, Occupational Therapy and Odontology, in order to analyze an interdisciplinary simulated case. The meeting was divided into several phases:
(1) Team meeting, reading the case and proposing action shots for evaluating each according to their discipline;
(2) Visiting the patient and assessment of issues that each one consider;
(3) Back to team meeting for sharing the results of the assessments and making decision regarding treatment;
(4) Delivering to an expert committee (one teacher for every grade) about the guidelines to be carried out with the patient;
(5) The expert committee reviews the proposed intervention and decides patient’s evolution, according to the treatment;
(6) The team again visits the patient and visualizes patient’s success or not, according to the indicated treatment;
(7) Completion of the meeting of students and teachers, discussing the experience.

More than half of tested students thought that this SLE seemed much better compared to other learning methods. They felt that the hardest part was making the interaction with the patient (66.60%) and the easiest the team meeting (66.60%).
In addition, all students agreed on the importance of communication between disciplines and they believe that simulation’s performance has allowed them to know the scope and responsibility of each discipline without forgetting the importance and necessity of teamwork.
All students reported that during the simulated situation many opportunities are offered to improve learning through mistakes. Also, they consider that the feedback received in real time from teachers and peers has allowed them to reflect on their performance.
Students and teachers agree the SLE promotes knowledge among health disciplines, encourages and strengthens relationships among students of different Health Sciences’s grades, teamwork and the ability to interact to achieve a common goal.

The interdisciplinary learning based on experience, in a SLE, encourages and stimulates student learning. Also, it promotes the acquisition and development of personal and academic skills related to clinical skills, which some of them are: resolution problems, critical thinking, decision-making and accountability.
Simulated learning environments, Interdisiciplinary.