Educación para residentes en anestesiología durante la pandemia por COVID-19 y perspectivas a futuro

Autores/as

  • Heidy Navarro-Jaramillo Hospital de Puerto Montt
  • Marcos Balkenhol-Nehuman Hospital de Puerto Montt
  • Rusvelt Vargas-Moranth Instituto Nacional de Cancerología E.S.E

DOI:

https://doi.org/10.18041/2390-0512/biociencias.2.9661

Palabras clave:

Anestesiología, educación, pandemia

Resumen

La pandemia por COVID-19 trajo muchas consecuencias en la educación médica. A pesar de la necesidad de contar con mano de obra calificada en los distintos niveles de atención y que los anestesiólogos juegan un rol importante en el manejo de la vía aérea del paciente, se presentó la necesidad de emplear estrategias educativas como plan de choque frente a lo anterior, tales como: seminarios web, aprendizaje en línea, Podcasts, redes sociales y Simulación y realidad virtual. Estos cambios han contribuido a unir un mundo globalizado, desde el punto de vista académico y a plantear perspectivas a corto y mediano plazo.

Descargas

Los datos de descarga aún no están disponibles.

Referencias

(1) World Health Organization (WHO). COVID 19 Public Health Emergency of International Concern (PHEIC) Global research and innovation forum: towards a research roadmap. 2020. World Health Organization Geneva. Tomado de: https://www.who.int/blueprint/priority-diseases/key action/Global_Research_Forum_FINAL_VERSION_for_web_14_feb_2020.pdf?ua=1. Fecha de acceso: noviembre de 2021.

(2) World Health Organization (WHO). Coronavirus disease 2019 (COVID-19): situation report- 51. 21 March 2020. World Health Organization Geneva 2020 Tomado de: https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200321- sitrep-61-covid-19.pdf?sfvrsn=ce5ca11c_2. Fecha de acceso: noviembre de 2021.

(3) Goldenberg M, Hersh D, Wilkins K, Schwartz M. Suspending medical student clerkships due to COVID-19. Medical science educator, 2020; 30(1): 1273-1276.

(4) Nasca T. ACGME’s early adaptation to the COVID-19 pandemic: principles and lessons learned. J Grad Med Educ. 2020; 12 (3): 375–378.

(5) Gallagher T, Schleyer A. “We signed up for this!”—student and trainee responses to the Covid-19 pandemic. New England Journal of Medicine, 2020; 382(25): e96.

(6) Akers A, Blough C, Iyer M. COVID-19 implications on clinical clerkships and the residency application process for medical students. Cureus, 2020; 12(4): e7800.

(7) Rose S. Medical student education in the time of COVID-19. Jama, 2020; 323(21): 2131-2132.

(8) Doyle D. Airway anesthesia: theory and practice. Anesthesiology clinics, 2015; 33(2): 291-304.

(9) Gonzales J, Alave J, De Lima D, Fernandez A: Videoconferences of Infectious Diseases: An educational tool that transcends borders. A useful tool also for the current COVID-19 pandemic. Infez Med, 2020; 28(1): 135-138, 202

(10) Bambakidis N, Tomei K. Impact of COVID-19 on neurosurgery resident training and education. Journal of neurosurgery, 2020; 133(1): 10-11.

(11) Ramnanan C, Pound L. Advances in medical education and practice: student perceptions of the flipped classroom. Advances in medical education and practice, 2017; 8(1): 63-73.

(12) Mian A, Khan S. Medical education during pandemics: a UK perspective. BMC medicine, 2020; 18(1): 1-2.

(13) Reinholz M, French L. Medical education and care in dermatology during the SARS-CoV2 pandemia: challenges and chances. Journal of the European Academy of Dermatology and Venereology: JEADV, 2020; 34(5): e214-e216.

(14) Gallo G, Trompetto M. The effects of COVID-19 on academic activities and surgical education in Italy. , 2020; 33(7): 687-689.

(15) Thangasamy I, Loeb S, Sathianathen N, Leveridge M, Stork B, Davies B, Woo H. Evaluating the effectiveness of an online journal club: experience from the International Urology Journal Club. European urology focus, 2021; 7(2): 482-488.

(16) Nelsen B, Chen Y, Lasic M, Bader A, Arriaga A. Advances in anesthesia education: increasing access and collaboration in medical education, from E-learning to telesimulation. Current Opinion in Anesthesiology, 2020; 33(6): 800-807.

(17) Mak S, Yuen H. Oculoplastic surgery practice during the COVID-19 novel coronavirus pandemic: experience sharing from Hong Kong. Orbit, 2020; 39(4): 316-318.

(18) Medina A, Salazar J. COVID-19 and education in regional Anesthesia. Regional Anesthesia & Pain Medicine, 2021; 46(6): 550-550.

(19) Rambaldini G, Wilson K, Rath D, Lin Y, Gold W, Kapral M, Straus S. The impact of severe acute respiratory syndrome on medical house staff a qualitative study. Journal of general internal medicine, 2005; 20(5): 381-385.

(20) Evans D, Bay B, Wilson T, Smith C, Lachman N, Pawlina W. Going Virtual to Support Anatomy Education: A STOPGAP in the Midst of the Covid-19 Pandemic. Anat Sci Educ, 2020 (Abr); 279-283.

Descargas

Publicado

2021-10-26 — Actualizado el 2023-05-16

Número

Sección

ARTÍCULOS DE REVISIÓN

Cómo citar

Educación para residentes en anestesiología durante la pandemia por COVID-19 y perspectivas a futuro. (2023). Biociencias, 16(2). https://doi.org/10.18041/2390-0512/biociencias.2.9661