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Your search keyword '"Escalona G"' showing total 5 results
Start Over Author "Escalona G" Publisher elsevier
5 results on '"Escalona G"'

2. Contributors

Author

Aguilar, María Rosa, primary, Alonso, Matilde, additional, Asha, Anika B., additional, Berges, C., additional, Blasco, E., additional, Cabello, José Carlos Rodríguez, additional, Carretero-González, Javier, additional, Corrales, Rocío, additional, Cui, J., additional, Custódio, Catarina A., additional, de Torre, Israel Gonzalez, additional, del Agua, Isabel, additional, del Campo, Aránzazu, additional, den Brabander, Michael, additional, Duro-Castano, A., additional, Espinosa-Cano, Eva, additional, Fischer, Hartmut R., additional, Galaev, I.Y., additional, Garcia, Santiago J., additional, García, Félix C., additional, García, José Miguel, additional, García-Arévalo, Carmen, additional, García-Fernández, Luis, additional, Gómez-Mascaraque, L.G., additional, Hao, Xiaojuan, additional, Hasirci, Nesrin, additional, Hoogenboom, Richard, additional, Jorcano, José Luis, additional, López-Manchado, Miguel Angel, additional, Malikmammadov, Elbay, additional, Malliaras, George G., additional, Mano, João F., additional, Mecerreyes, David, additional, Mikhalovsky, S.V., additional, Montero, Andrés, additional, Montero, Jorge, additional, Mora-Boza, Ana, additional, Narain, Ravin, additional, Oriol, L., additional, Palao-Suay, R., additional, Piñol, M., additional, Reglero Ruiz, José A., additional, Reis, Rui L., additional, Reyes-Ortega, Felisa, additional, Rodríguez-Escalona, G., additional, Román, Julio San, additional, Sanchez-Sanchez, Ana, additional, Sánchez-Somolinos, C., additional, Sanjuán, Ana M., additional, Savina, I.N., additional, Srinivas, Shruti, additional, Talelli, M., additional, Valencia, Leticia, additional, Vázquez, Blanca, additional, Velasco, Diego, additional, Vicent, M.J., additional, and Xiong, X., additional

Published
2019
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3. Contributor contact details

Author

Aguilar, M.R., primary, San Román, J., additional, Hoogenboom, R., additional, Reyes-Ortega, F., additional, Cui, J., additional, del Campo, A., additional, Zrinyi, M., additional, Zelzer, M., additional, Ulijn, Rein V., additional, Peponi, L., additional, Navarro-Baena, I., additional, Kenny, J.M., additional, Samal, S.K., additional, Dash, M., additional, Dubruel, P., additional, Van Vlierberghe, S., additional, Garcia, S.J., additional, Fischer, H.R., additional, Custódio, C.A., additional, Reis, R.L., additional, Mano, J.F., additional, Talelli, M., additional, Duro-Castaño, A., additional, Rodríguez-Escalona, G., additional, Vicent, M.J., additional, Gómez-Mascaraque, L.G., additional, Palao-Suay, R., additional, Vázquez, B., additional, Savina, I.N., additional, Galaev, I.Yu., additional, Mikhalovsky, S.V., additional, Hu, J., additional, Lu, J., additional, Fabra, M.J., additional, López-Rubio, A., additional, Lagaron, J.M., additional, Blasco, E., additional, Piñol, M., additional, Oriol, L., additional, Berges, C., additional, and Sánchez-Somolinos, C., additional

Published
2014
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5. Improving Medical Student Performance With Unsupervised Simulation and Remote Asynchronous Feedback.

Author

Varas J, Belmar F, Fuentes J, Vela J, Contreras C, Letelier LM, Riquelme A, Asbun D, Abbott EF, Escalona G, Alseidi A, O'Sullivan P, and Villagrán I

Subjects
Humans, Male, Female, Thoracentesis education, Thoracentesis methods, Students, Medical, Formative Feedback, Educational Measurement, Paracentesis education, Paracentesis methods, Clinical Competence, Education, Medical, Undergraduate methods, Simulation Training methods
Abstract

Objective: This study aims to assess the effectiveness of training medical students to perform two clinical procedures using unsupervised simulation with remote asynchronous feedback, compared to an intensive workshop with in-person feedback., Design, Setting, and Participants: Third-year medical students were recruited and randomized into 2 groups: Thoracentesis or paracentesis. Within each group, participants were further randomized into either unsupervised simulation with remote asynchronous feedback (experimental group; EG) or a 2-hour workshop (control group; CG). The EG underwent two unsupervised 20-minute training sessions and received remote asynchronous feedback. The CG had a 2-hour workshop where they received in-person feedback. After training, students were assessed using the objective structured assessment of technical skills (OSATS) scale. Twenty students in thoracentesis and 23 in paracentesis training completed the 2 training sessions with remote and asynchronous feedback, and 30 students for both thoracentesis and paracentesis groups completed the 2-hour workshop., Results: The EG achieved a significantly higher passing rate than the CG on both procedures (thoracentesis 80% vs. 43%, paracentesis 91% vs. 67%, p-value< 0.05)., Conclusion: The asynchronous educational method allowed EG students to achieve higher performance than CG students. This novel modality allowed students and instructors to train and assess at their own pace., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Published
2024
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