Perspectiva Andragógica de la Simulación Clínica

Abstract

Medical Teaching at twentieth century was based on the Oslerian method, where the class was dictated from the patient's headboard, and then it was put in practice. The EHEA updated this process with the inclusion of ICT in the Curriculum. Among these ones we have the Clinical Simulation [SC]. The aim is to demonstrate the degree of relevance of the SC to the following learning theories: behaviourism, cognitivism, constructivism and connectivism, through an analysis of the potential advantages of every learning theory, in order to justify their success in the undergraduate, post-graduate and continuing medical education. A critical analysis and reflection of education research medical articles is presented and the review regarding the SC, and nonmedical review for learning theories, respectively. The SC is partially related to all learning theories. In this way their success at all levels of higher education degree and continuing education is totally justified because it meets all the theories previously described. The author believes that Bandura’s behaviorism and Kolb’s experiential learning are learning theories par excellence, because they explain SC effectively.

Keywords

• Clinical Simulation
• andragogy
• behaviorism
• cognitivism
• learning theories