La formación en simulación clínica y su aporte a la cognición situada para fisioterapeutas

Abstract

Introduction

Clinical simulation has emerged as a valuable pedagogical tool in health education. Its integration with the theory of situated cognition has proven to be effective in offering authentic and challenging experiences that replicate conditions of professional practice.

Material and methods

In accordance with the purpose of the research, a mixed approach was used, this interest was due to the use of diverse techniques and instruments, used in the design phase, from which it was possible to decipher and recognize the thinking of the participants: students, graduates, teachers and directors, to operationalize this research a multiple case study design was assumed, in universities that train in physiotherapy with incorporation of high, medium and low clinical simulation. A textual narrative analysis of the findings was performed.

Results

The participants consider that clinical simulation should be a central methodology from the first semesters, not only as a complement, but also as a strategy that increases interest and motivation for learning, thus developing situated cognition. Likewise, they state that, by making use of technology, simulation allows some of the clinical processes to be more dynamic, without losing their scientific rigor, which generates a contribution in the improvement of physiotherapeutic criteria.

Conclusion

The need to transform curricula to incorporate situated cognition as a transversal pedagogical strategy is identified. This implies promoting the use of technologies as learning mediators, oriented to the development of integral human capacities in future physiotherapists.