Prebriefing, herramienta clave en el aprendizaje por simulaciónconcepto, evolución y consideraciones

  1. C Zambrano Guzmán 1
  2. G Coro Montanet 1
  3. M Gómez Sánchez 1
  4. JM Tello Martínez 1
  1. 1 Universidad Europea de Madrid
    info
    Universidad Europea de Madrid

    Madrid, España

    ROR https://ror.org/04dp46240

    Geographic location of the organization Universidad Europea de Madrid
Journal:
Científica dental: Revista científica de formación continuada

ISSN: 1697-6398,  1697-641X

Year of publication: 2019

Volume: 16

Issue: 2

Pages: 69-74

Type: Article

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More publications in: Científica dental: Revista científica de formación continuada

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Abstract

The objective of this work is to review the concept and elements of prebriefing as a learning too! based on simulation, using criteria described in scientific literature and proposed by experts in simulation and with experience in planning activities and strategies required in the educational field. Simulation is a fundamental too! for the education of professionals in the field of health. In dentistry, its development is just ified since it allows students to experience a real situation with the purpose of learning and obtaining knowledge that allows them to gain skills in a safe environment. The learning experience through simulation involve t hree stages of learning: prebriefing (briefing I presimulación), participation (simulated experience / scenario) and debriefing (reflection). The research provides evidence that the preparation process is one of the most important in a simulation-based learning experience (ABS) and is identified as part of a planning that is often stimulated by a goal or set of goals the students have to achieve. However, in dentistry there is a lack of discussion based on the evidence regarding its use. According to the literature reviewed, we can conclude that the concept of prebriefing as a planning phase has evolved throughout its application using different terms and elements. Among themthe most used, the briefing described as the orientation immediately befare the activity and the presimulation of the planned activities that must be completed by the students before starting an ABS.

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