SIMUSALUD

3327468

Abstract

The university context has experienced social and legislative changes that have highlighted the need for university teaching to go beyond the transmission of content, promoting that students acquire skills related to their professional reality. To do this, it is necessary to develop new teaching methodologies that enhance student participation such as simulation and gamification. High-fidelity clinical simulation based on the training of actors/actresses to simulate a patient has been used predominantly in Medicine and Nursing and has proven effective in promoting significant learning, so that students analyze the consequences of their behavior, avoiding the possible risks that the assessment of patients by students with little clinical experience in the real professional environment may have.

Despite its advantages, its use has been limited in other disciplines such as Psychology and Speech Therapy. Simulation can be complemented with gamification, which has been shown to be effective in promoting the acquisition of academic skills, encouraging motivation and social interaction among students. This project focuses on the design and implementation of active methodologies based on simulation and gamification to promote deep learning among students in Health Sciences subjects (i.e., Psychology and Speech Therapy), as well as on the evaluation of the impact of this innovative action on student satisfaction, their level of motivation, their self-assessment and their academic performance. Clinical simulation scenarios will be designed to encourage students to acquire skills in assessing human models with cognitive and/or mood disorders through the representation of actors/actresses. The simulation will include the following phases: pre-briefing, pre-test, briefing, simulation scenario, debriefing and final questionnaire. In turn, a “contest” related to the contents of the simulation will be held in the last session of each subject.

Likewise, the level of motivation and satisfaction of the students and their self-assessment of their acquisition of the subject’s competences after the application of the innovation will be evaluated, and the final grade of the students will be recorded. It is expected that the implementation of the project will have a positive impact on the acquisition of competences of the students (both perceived by the students and objectively evaluated), their motivation and their level of satisfaction, compared to groups of the same subjects in which the innovative action is not implemented. In turn, it is expected that this innovative action will be transferable to other subjects of Health Sciences and other academic courses.

Vanesa Hidalgo Cano, University of Zaragoza