Curvas de aprendizaje y factores asociados a la habilidad en simulación de residentes quirúrgicos en primer año
DOI:
https://doi.org/10.30944/20117582.2660Palabras clave:
educación de postgrado en medicina, internado y residencia, ejercicio de simulación, entrenamiento simulado, laparoscopia, curva de aprendizajeResumen
Introducción. La cirugía laparoscópica ha transformado la formación en las especialidades quirúrgicas. Programas como los de Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Fundamentals of Laparoscopic Surgery (FLS) han estandarizado la enseñanza teórica y práctica. Este estudio busca comprender las posibles variaciones en la curva de aprendizaje, el tiempo de estabilización y los factores influyentes.
Métodos. Se evaluó de manera prospectiva y comparativa en una universidad el progreso de cuatro especialidades quirúrgicas, utilizando las tareas del FLS, desde junio de 2021 a mayo de 2022. Se analizaron los tiempos y errores para determinar el número de procedimientos para estabilizar la curva de aprendizaje y los promedios de desempeño. Se compararon los resultados entre programas de residencia, residentes y variables demográficas, con el objetivo de evaluar las curvas de aprendizaje y el tiempo promedio necesario, para identificar posibles factores que influyen en adquirir las competencias.
Resultados. Se evaluaron catorce residentes de primer año de residencia, 50 % hombres, entre 27 y 33 años. La mayoría (73,3 %) tuvo exposición previa a cirugía laparoscópica como observadores. Tras 30 ejercicios por tarea del FLS, todos superaron el 70 % de la curva de aprendizaje. Los promedios de tiempo para las tareas variaron entre los programas de residencia. No se observaron diferencias significativas en la experiencia previa en laparoscopia.
Conclusiones. Los hallazgos respaldan la eficacia del entrenamiento práctico en laparoscopia y muestran resultados similares a los reportados en la literatura, independientemente de la especialidad evaluada.
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