Impact of hybrid educational processes on the mastery of procedural skills in Health Sciences

Abstract

The present study sought to evaluate an educational experience by determining the impact of an educational process based on simulation-based teaching (SBT), enriched with hybrid didactic activities in the teaching of procedural skills with students of the Medicine and Obstetrics majors, and to determine the degree of student satisfaction. A prospective, longitudinal, quasiexperimental study was conducted with 70 students selected by non-probabilistic sampling. Two SBT educational processes with different didactic sequences implemented in 2 groups of students were compared: group a: SBT 5 phases: reading material, viewing educational video, practice with the teacher, video prepared by the student with feedback from the teacher; and group b: SBT 4 phases: reading material, viewing educational video, practice with the teacher, simulation. Both groups were evaluated through a clinical simulation with a standardized patient, recording their performance through a rubric. All students were videotaped and graded by experts. The results obtained indicate that students incorporated into the 5-phase simulation educational process have demonstrated better performance in the psychomotor domain and greater confidence when performing the procedure compared to students who only completed 4 phases.