Browsing by Author "Figueroa Fernández, Ursula Victoria"

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    Effectiveness of a Train the Trainers course for digital feedback in healthcare simulation via a remote and asynchronous learning program
    (2024) Montero Jaras, Isabella; Durán Espinoza, Valentina Alexandra; Miguieles Schilling, Mariana Andrea; Belmar Riveros, Francisca Andrea; Figueroa Fernández, Ursula Victoria; Brandon Valencia Coronel; Wiseman Jeffrey; Jarry Trujillo, Cristián Ignacio; Gabriel Escalona Vives; Villagran Gutiérrez, Ignacio Andrés; Corvetto Aqueveque, Marcia Antonia; Varas Cohen, Julián Emanuel
    Introduction With a growing demand for tutoring in medical education, the need for Train the Trainers courses have increased. These courses can be difficult to coordinate between trainer and trainee (trainers in training). This study aimed to evaluate the effectiveness of a digital remote and asynchronous (RA) Train the Trainers (TTT) course compared to an in-person (IP) course. Methods In this quasi-experimental study, we compared an in-person TTT course with a remote and asynchronous TTT course. The course involved theoretical and practical components, and upon completion, the trainees transitioned into instructor roles where they provided feedback on video recordings of third-year medical students performing simulated procedures. Performance of the third-year medical students was analyzed, comparing global rating scores. Data analysis was performed using non-parametric tests considering statistical significance p < 0.05. Results A total of 108 trainers-in-training completed the TTT course; 30 IP and 78 RA. They assessed 1,016 videos. The first attempt score was 17 (14–20) and 19 (15–22) in IP and RA training, respectively with statistically significant differences (p-value = 0.041). On the second attempt, scores were 23 (20–24) and 23 (20–24) in IP and RA training, respectively. This difference was not statistically significant. Conclusion The implementation of a remote and asynchronous TTT course yielded comparable results to the traditional in-person method. This new learning modality facilitated increased platform inputs, saw higher first-attempt scores in students, and did not adversely impact their final competency outcomes.