Aims and objectives:
The learning process in a simulation context envisages the students to integrate a realistic situation probable in their professional future, in which they feel the difficulties, try to overcome them and acquires a real perception of the working environment. The greatest advantage of learning in a s[...]
Methods and materials:
The simulation included a briefing, scenario and debriefing [2,3]. The group of students was introduced to the context at arrival. Two students volunteer themselves to participate actively in the procedure while the remaining were allowed to attend remotely through the internal video system. None of[...]
During the simulation, the trainees needed to manipulate the C-arm and provide clinical useful images to the cardiologist surgeon. For this, they needed to interact with the remaining team and obey the radiation protection and aseptic rules (figure 4 and figure 5). Some planned difficulties were imp[...]
The students considered the simulation valuable for their education and it effectively allowed engaging the students to reflect about their performance (including dificulties and improvements to implement) and also for further explanations, discussions and knowledge transmissions.
A. Rodrigues, R. M. S.C Pereira, S. De Francesco School of Health Sciences of the University of Aveiro, Portugal J. Lindo Simões iBiMED of University of Aveiro, Portugal and School of Health Sciences of University of Aveiro, Portugal L. Carramate I3N, Department of Physics of University of Avei[...]
 F. Lateef; J Emerg Trauma Shock. 2010 Oct-Dec; 3(4): 348–352  R. M. Fanning et al; Simulation in Healthcare; 2007; 2(2): 115-125  J. W. Rudolph et al; Simulation in Healthcare; 2014; 9(6): 339-349