Effectiveness of a Train the Trainers course for digital feedback in healthcare simulation via a remote and asynchronous learning program

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dc.catalogadoraba
dc.contributor.authorMontero Jaras, Isabella
dc.contributor.authorDurán Espinoza, Valentina Alexandra
dc.contributor.authorMiguieles Schilling, Mariana Andrea
dc.contributor.authorBelmar Riveros, Francisca Andrea
dc.contributor.authorFigueroa Fernández, Ursula Victoria
dc.contributor.authorBrandon Valencia Coronel
dc.contributor.authorWiseman Jeffrey
dc.contributor.authorJarry Trujillo, Cristián Ignacio
dc.contributor.authorGabriel Escalona Vives
dc.contributor.authorVillagran Gutiérrez, Ignacio Andrés
dc.contributor.authorCorvetto Aqueveque, Marcia Antonia
dc.contributor.authorVaras Cohen, Julián Emanuel
dc.date.accessioned2024-06-06T16:31:55Z
dc.date.available2024-06-06T16:31:55Z
dc.date.issued2024
dc.description.abstractIntroduction 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.
dc.fechaingreso.objetodigital2024-09-05
dc.fuente.origenORCID
dc.identifier.doi10.1007/s44186-024-00258-1
dc.identifier.issn2731-4588
dc.identifier.urihttps://doi.org/10.1007/s44186-024-00258-1
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86544
dc.information.autorucEscuela de Medicina; Montero Jaras, Isabella; 0000-0003-0882-9713; 221114
dc.information.autorucEscuela de Medicina; Durán Espinoza, Valentina Alexandra; 0000-0002-0476-7415; 1162520
dc.information.autorucS/I; Miguieles Schilling, Mariana Andrea; S/I; 1273919
dc.information.autorucEscuela de Medicina; Belmar Riveros, Francisca Andrea; S/I; 215674
dc.information.autorucEscuela de Medicina; Figueroa Fernández, Ursula Victoria; S/I; 1027998
dc.information.autorucEscuela de Medicina; Jarry Trujillo, Cristián Ignacio; 0000-0003-3548-4909; 205691
dc.information.autorucDepartamento de Ciencias de la Salud; Villagran Gutiérrez, Ignacio Andrés; 0000-0003-3130-8326; 1039444
dc.information.autorucEscuela de Medicina; Corvetto Aqueveque, Marcia Antonia; 0000-0003-4688-0210; 146036
dc.information.autorucEscuela de Medicina; Varas Cohen, Julián Emanuel; 0000-0002-5828-9623; 134158
dc.issue.numero64
dc.language.isoen
dc.nota.accesocontenido parcial
dc.revistaGlobal Surgical Education - Journal of the Association for Surgical Education
dc.rightsacceso restringido
dc.subjectRemote feedback
dc.subjectAsynchronous
dc.subjectTrain the Trainers
dc.subjectSimulation
dc.subjectTeacher scalability
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.titleEffectiveness of a Train the Trainers course for digital feedback in healthcare simulation via a remote and asynchronous learning program
dc.typeartículo
dc.volumen3
sipa.codpersvinculados221114
sipa.codpersvinculados1162520
sipa.codpersvinculados1273919
sipa.codpersvinculados215674
sipa.codpersvinculados1027998
sipa.codpersvinculados205691
sipa.codpersvinculados1039444
sipa.codpersvinculados146036
sipa.codpersvinculados134158
sipa.trazabilidadORCID;2024-05-27
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