Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina

38 páginas.

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Fecha de publicación:: 2017

Institución:: Universidad Militar Nueva Granada

Repositorio:: Repositorio UMNG

Idioma:: spa

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dc.title.spa.fl_str_mv	Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina
dc.title.titleenglish.spa.fl_str_mv	Use of virtual reality simulators in basic science education in undergraduate medicine
title	Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina
spellingShingle	Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina Simulación Realidad virtual Trasferencia Competencias Curva de aprendizaje SIMULADORES (TECNOLOGIA) REALIDAD VIRTUAL MEDICINA Simulation Virtual Reality Transfer Competencies Learning Curve
title_short	Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina
title_full	Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina
title_fullStr	Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina
title_full_unstemmed	Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina
title_sort	Uso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicina
dc.contributor.advisor.none.fl_str_mv	Cuesta Rivas, Joao
dc.subject.spa.fl_str_mv	Simulación Realidad virtual Trasferencia Competencias Curva de aprendizaje
topic	Simulación Realidad virtual Trasferencia Competencias Curva de aprendizaje SIMULADORES (TECNOLOGIA) REALIDAD VIRTUAL MEDICINA Simulation Virtual Reality Transfer Competencies Learning Curve
dc.subject.lemb.none.fl_str_mv	SIMULADORES (TECNOLOGIA) REALIDAD VIRTUAL MEDICINA
dc.subject.keyword.spa.fl_str_mv	Simulation Virtual Reality Transfer Competencies Learning Curve
description	38 páginas.
publishDate	2017
dc.date.created.none.fl_str_mv	2017-11-16
dc.date.accessioned.none.fl_str_mv	2018-02-19T14:06:25Z 2019-12-30T17:19:33Z
dc.date.available.none.fl_str_mv	2018-02-19T14:06:25Z 2019-12-30T17:19:33Z
dc.type.spa.fl_str_mv	info:eu-repo/semantics/bachelorThesis
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dc.type.spa.spa.fl_str_mv	Trabajo de grado
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/workingPaper
dc.type.dcmi-type-vocabulary.spa.fl_str_mv	Text
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/10654/17077
url	http://hdl.handle.net/10654/17077
dc.language.spa.fl_str_mv	spa
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.rights.spa.fl_str_mv	Derechos Reservados - Universidad Militar Nueva Granada, 2017
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dc.rights.creativecommons.spa.fl_str_mv	Atribución-NoComercial-SinDerivadas
rights_invalid_str_mv	Derechos Reservados - Universidad Militar Nueva Granada, 2017 https://creativecommons.org/licenses/by-nc-nd/2.5/co/ Atribución-NoComercial-SinDerivadas http://purl.org/coar/access_right/c_abf2
dc.format.spa.fl_str_mv	pdf
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dc.coverage.spatial.spa.fl_str_mv	Calle 100
dc.publisher.spa.fl_str_mv	Universidad Militar Nueva Granada
dc.publisher.department.spa.fl_str_mv	Facultad de Educación
dc.publisher.program.spa.fl_str_mv	Especialización en Docencia Universitaria
institution	Universidad Militar Nueva Granada
dc.source.bibliographicCitation.spa.fl_str_mv	Afanador, A. (2005). Aproximación peddagógica de la simulación clínica. Universitas Medica, 51(2), 204–211. Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Comput Graph, 21(6), 34–47. Baker, G. (2004). The Canadian adverse events study: the incidence of aderse events among hospital patients in Canada. CMAJ, 170, 1678–1686. Blum, M., Powers, T., & Sundaresan, S. (2004). Bronchoscopy simulator effectively prepare 31 junior residents to completely perform basic clinical bronchoscopy. Annals of Thoracic Surgery, 78, 287–291. Boude, O., & Celis, L. (2007). Nuevas tecnologías aplicadas a la educación : Educación Y Educadores, 10(2), 165–173. Bradley, P. (2006). The history of simulation in medical education and possible future directions. Medical Education, 40, 254–262. Brewer, D., Wilson, T., Eagleson, R., & De Ribaupierre, S. (2012). Evaluation of neuroanatomical training using a 3D visual reality model. Stud Health Technol Inform, 85– 91. Burdea, G. (1999). haptic feedback for virtual reality, keynote address of Proceedings of international workshop on virtual prototyping. Laval - France Chitaro, L., & Ranon, R. (2007). Web 3D technologies in learning education and training: motivations, issues, oportunities. Computers & Education, 49, 3–18. Codd, A. M., & Choudhury, B. (2011). Virtual Reality Anatomy : Is it Comparable with Traditional Methods in the Teaching of Human Forearm Musculoskeletal Anatomy ?, 125(June), 119–125. https://doi.org/10.1002/ase.214 Cooper, J. B., & Traqueti, V. (2004). A brief history of the development of mannequin simulators for clinical education and training. Qual Saf Health Care, 13(suppl 1), i11–i18. Corvetto, M. (2013). Simulación en educación medica: una sinapsis. Rev Med Chile, 141, 70–79. Davila-Cervantes, A. (2014). Simulación en educación médica. Investigación En Educación Médica, 3(10), 100–105 Dimitropoulos, K., Manitsaris, A., & Mavridis, I. (2008). Building virtual reality enviroments for distance education on the web. A case study in medical education. International Journal of Socical Sciences, 2(1), 62–70. Donnelly, L., Patten, D., White, P., & Finn, G. (2009). Virtual human dissector as a learning tool for studying cross-sectional anatomy. Med Teach, 31, 553–555. Elizondo-Umaña, R., Morales-Gomez, J., Guzman, S., Hernandez, I., Ibarra, R., & Vilche, F. (2004). Traditional teaching supported by a computer -assisted learning for macroscopic anatomy. Anat Rec, 278B, 18–22. Engum, S., Jeffries, P., & Fisher, L. (2003). Intravenous catheter training system. Am J Surg, 186, 67–74. Flanagan, B., Nestel, D., & Joseph, M. (2004). Making patient safety the focus: crisis resource management. Medical Education, 38, 56–66. Gaba, D. (2004). The future vision of simulation in health care. Qual Saf Health Care, 13(Suppl 1), i2-10. Galindo, J., & Visbal, L. (2007). Simulación, herramienta para la educación. Salud Uninorte, 23(1), 79–95. Garg, A. (2001). How medical students learn spatial anatomy. Lancet, 357(9253), 363–364. Gorman, P. J., Meier, A. H., Rawn, C., & Krummel, T. M. (2000). Future of medical education is no longer blood and gutsnit is bits and bytes. Am J Surg, 180, 353–356 Hallgren, R., Parkhurst, P., Monson, C., & Crewe, N. (2002). An interactive web- based tool for learning anatomic landmarks. Academic Medicine, 77(3), 263–265. Hamza-Lup, F., Santhanam, A., Imielinska, C., Meeks, S., & Rolland, J. (2007). Distribuited augmented reality wih 3D lungs dinamics. IEEE Trans Info Technol Biomed, 111(1), 40. Hanson, K., & Shelton, B. (2008). Design and development of virtual reality: analysis of challenges face by educators. Educational Technology & Society, 11(1), 118–131. Harrriri, S., Rawn, C., Srivastava, S., Youngblood, P., & Ladd, A. (2004). Evaluation of surgical simulator for learning clinical anatomy. Medical Education, 38(8), 896–902. Huang, H., Rauch, U., & Liaw, S. (2010). Computers & Education Investigating learners ’ attitudes toward virtual reality learning environments : Based on a constructivist approach, 55, 1171–1182. https://doi.org/10.1016/j.compedu.2010.05.014 Issenberg, S., McCagie, W., Petrusa, E., Gordon, D., & Scalese, R. (2005). Features and use of high fidelity medical simulations that lead to effective learning : a BEME systematic review. Med Teach, 27, 10–28. Jonassen, D. (2008). Meaning learning with technology. (Pearson, Ed.). Kamphuis, C., & Barsom, E. (2014). Augmented reality in medical education? https://doi.org/10.1007/s40037-013-0107-7 Khon, L. (1999). To err is human: building a safer health system. (N. A. Press, Ed.). Washington. Kneebone, R., Kidd, J., Nestel, D., Asvall, S., & Paraskevas, R. (2002). An innovative model of teaching and learning clinical procedures. Medical Education, 36, 628–34. Kneebone, R., Scott, W., Darzi, A., & Horrocks, M. (2004). Simulation and clinical practice; strechting the relationship, 38, 32–38. Limniou, M., Roberts, D., & Papadopoulos, N. (2008). Full inmersive virtual enviroment in chemistry education. Computers & Education, 51, 584–593. Lopez Araoz, A. (2014). Rol e importancia de la simulación en la educación médica y broncoscópica. Revista Americana de Medicina Respiratoria, 4, 362–364. Lynagh, M., & Burton, R. (2007). A systematic review of medical skills laboratory training: where to from here. Medical Education, 41, 879–887 Merriënboer, J., & Kirschner, P. (2007). Ten steps to complex learning, a systematic approach to four component instructional design. Milgram, P., Takemura, H., & Utsumi, F. (1994). Augmented reality: a class of displays on the reality -virtual continuum. Proceedings of Telemanipulator and Telepresence Technologies, 34 2351, 282–292 Miller, G. (1990). The assesment of clinical skills/competence/performance. Academic Medicine, 65, s63–s67. Murgitroyd, E., Marduska, M., Gonzalez, J., & Watson, A. (2014). ScienceDirect The Surgeon , Journal of the Royal Colleges of Surgeons of Edinburgh and Ireland 3D digital anatomy modelling e Practical or pretty ?, 2–5. Muro, J. (2011). Simulación como solución a las nuevas necesidades del mundo sanitario. Educ Med, 14(2), 91–99. Naik, V., Matsumoto, E., & Houston, P. (2001). Fiberoptic orotracheal intubation on anesthetized patients: do maipulation skills learned on a simple model transfer into operating room? Anesthesiology, 95, 343–348. Nicholson, D. T., Chalk, C., Funnell, W. R. J., & Daniel, S. J. (2006). undergraduate education Can virtual reality improve anatomy education ? ear model, (503), 1081–1087. https://doi.org/10.1111/j.1365-2929.2006.02611.x Nicholson, D. T., Funnell, W. R. J., & Daniel, S. J. (2006). Can virtual reality improve anatomy education? a ramdomised controlled study of a computer-generated three dimensional anatomical ear model. Medical Education, 40, 1081–1087. Okuda, J. (2009). The utility of simulation in medical education.What is the evidence. Mount Sinai Journal of Medicine, 76, 330–343. Paisley, A., Baldwin, P., & Paterson-Brown, S. (2001). Validity of surgical simulation for the assessment of operative skills. Br J Surg, 88, 1525–1532. Park, J., Ed, M., Macrae, H., C, F. R. C. S., Musselman, L. J., Ed, M., … S, F. A. C. (2007). Randomized controlled trial of virtual reality simulator training : transfer to live patients, 194, 205–211. https://doi.org/10.1016/j.amjsurg.2006.11.032 Parker, L. (2002). What`s wrong with the dead body? Use of human cadaver in medical education. Med J Aust, 176, 74–76. Peterson, H., Sinkvist, D., Wang, C., & Smedby, O. (2009). Web based interactive 3D visualitation as a tool for improved anatomy learning. Anat Sci Edu, 2, 61–68. Prystowsky, J., Regehr, G., & Rogers, D. (1999). A virtual reality module for intravenous catheter placement. Am J Surg, 177, 171–175. Rosen, K. R. (2017). The history of medical simulation, (2008), 157–166. https://doi.org/10.1016/j.jcrc.2007.12.004 Salomon, G., & Perkins, D. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educ Psychol, 24, 113–42. Satava, R. (2008). Historical review of medical simulation-A personal perspective. World J Surg, 32, 141–148. Sedlack, R., & Kolars, J. (2004). Colonoscopy, Computer simulator training enhances teh competency of gastroenterology fellows at colonoscopy: results of a pilot study. Am J Gastroenterol, 99, 33–37. Serna-Ojeda, J. (2012). La simulación en medicina: La situación en México. Cir Cir, 80, 301– 305. Seymour, N., Gallagher, A. G., & Roman, S. (2002). Virtual reality training improves operating room performance: results fo a ramdomized double blinded study. Ann Surg, 236, 458–463. Sherman, W., & Craig, A. (2003). Understanding virtual reality. (M. Kaufmmann, Ed.). New York. Stanford, W., Erkonen, W., Casselli, M., Moran, B., Easly, G., Carris, R., & Albanese, M. (1994). Evaluation of a computer-based programme for teachng cardiac anatomy. Invest Radiol, 29, 248–252. Sutherland, L. (2003). Australian Safety and Effecive Registry of New Interventional Procedure. Surgical Simulation a systematic review. Tam, M., Hart, A., Williams, S., Holland, R., Heylings, D., & Leinster, S. (2010). Evaluation of a computer program (disect) to consolidate anatomy knwoledge: a ramdomised -controlled trial. Med Teach, 32, e 138-142. Vazquez-Mata, G. (2009). El entrenamiento basado en la simulación como una necesidad imprescindible en la formación médica. Educ Med, 12(3), 149–155. Winkelmann, A. (2007). teaching methods Anatomical dissection as a teaching method in medical school : a review of the evidence. Medical Education, 41, 15–22. https://doi.org/10.1111/j.1365-2929.2006.02625.x Ziv, A. (2000). Patient safety and simulation -based medical education. Med Teach, 22, 489–495. Ziv, A., & Wolpe, P. (2003). Simulated-based medical education an ethical imperative. Academic Medicine, 78(6), 783–788.
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spelling	Cuesta Rivas, JoaoNuñez Ricardo, Federico Javierfedenunez@hotmail.comEspecialista en Docencia UniversitariaEspecialista en Docencia UniversitariaCalle 1002018-02-19T14:06:25Z2019-12-30T17:19:33Z2018-02-19T14:06:25Z2019-12-30T17:19:33Z2017-11-16http://hdl.handle.net/10654/1707738 páginas.El aprendizaje del dominio medico implica el desempeño de competencias profesionales complejas. El entrenamiento en situaciones reales no siempre es posible, la realidad virtual o aumentada ofrece experiencias altamente realistas que soportan procesos de aprendizaje. Esta revisión pretende determinar el modelo pedagógico, utilidad y trasferencia del conocimiento con el uso de modelos de realidad virtual 3D en la enseñanza de ciencias básicas en estudiantes de pregrado en medicina así como su impacto en el diseño curricular de la carrera. Se realizo una revisión integrativa de la literatura mediante búsqueda en bases de datos, meta buscadores y páginas web de diferentes universidades. Los criterios de selección incluye artículos en español e ingles de los últimos 20 años, seleccionando aquellos de mayor relevancia. La evidencia actual demuestra que los modelos 3D en conjunto con métodos tradicionales de enseñanza son útiles,existe trasferencia del conocimiento adquirido pero hay poca superioridad sobre el material escrito y poca evidencia en el tiempo de retención del conocimiento. La mayoría de las investigaciones sobre los efectos de la realidad virtual, presentan fallas metodológicas por lo que no se pueden sacar conclusiones firmes. De todos los programas de medicina acreditados se eligieron las 11 mejores de acuerdo a ranking nacional. Se encontró que todas las universidades poseen escenarios para la simulación virtual, sin embargo solo 45% incluyen simulación dentro del curriculum. La presente revisión motiva al diseño de investigación que aclaren las preguntas si el conocimiento adquirido mediante simulación 3D se trasfiere, perdura y es costo efectivo.The learning of the medical domain implies the performance of complex professional competences. Training in real situations is not always possible, virtual or augmented reality offers highly realistic experiences that support learning processes. This review aims to determine the pedagogical model, utility and knowledge transfer with the use of 3D virtual reality models in the teaching of basic sciences in undergraduate students in medicine as well as its impact on the curricular design of the career. An integrative review of the literature was made by searching databases, meta search engines and eb pages of different universities. The selection criteria includes articles in Spanish and English of the last 20 years, selecting those of greater relevance. Current evidence shows that 3D models in conjunction with traditional teaching methods are useful, there is a transfer of acquired knowledge but there is little superiority over written material and little evidence in the time of knowledge retention. Most of the research on the effects of virtual reality, present methodological flaws so you can not draw firm conclusions. Of all the accredited medical programs, the 11 best were chosen according to the national ranking. It was found that all universities have scenarios for virtual simulation, however only 45% include simulation within the curriculum. This review motivates the research design to clarify the questions if the knowledge acquired through 3D simulation is transferred, lasts and is cost effective.pdfapplication/pdfspaspaUniversidad Militar Nueva GranadaFacultad de EducaciónEspecialización en Docencia UniversitariaDerechos Reservados - Universidad Militar Nueva Granada, 2017https://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadashttp://purl.org/coar/access_right/c_abf2SimulaciónRealidad virtualTrasferenciaCompetenciasCurva de aprendizajeSIMULADORES (TECNOLOGIA)REALIDAD VIRTUALMEDICINASimulationVirtual RealityTransferCompetenciesLearning CurveUso de los simuladores de realidad virtual en la enseñanza de ciencias básicas en pregrado de medicinaUse of virtual reality simulators in basic science education in undergraduate medicineinfo:eu-repo/semantics/bachelorThesisTrabajo de gradoinfo:eu-repo/semantics/workingPaperTexthttp://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_8042Afanador, A. (2005). Aproximación peddagógica de la simulación clínica. Universitas Medica, 51(2), 204–211.Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Comput Graph, 21(6), 34–47.Baker, G. (2004). The Canadian adverse events study: the incidence of aderse events among hospital patients in Canada. CMAJ, 170, 1678–1686.Blum, M., Powers, T., & Sundaresan, S. (2004). Bronchoscopy simulator effectively prepare 31 junior residents to completely perform basic clinical bronchoscopy. Annals of Thoracic Surgery, 78, 287–291.Boude, O., & Celis, L. (2007). Nuevas tecnologías aplicadas a la educación : Educación Y Educadores, 10(2), 165–173.Bradley, P. (2006). The history of simulation in medical education and possible future directions. Medical Education, 40, 254–262.Brewer, D., Wilson, T., Eagleson, R., & De Ribaupierre, S. (2012). Evaluation of neuroanatomical training using a 3D visual reality model. Stud Health Technol Inform, 85– 91.Burdea, G. (1999). haptic feedback for virtual reality, keynote address of Proceedings of international workshop on virtual prototyping. Laval - FranceChitaro, L., & Ranon, R. (2007). Web 3D technologies in learning education and training: motivations, issues, oportunities. Computers & Education, 49, 3–18.Codd, A. M., & Choudhury, B. (2011). Virtual Reality Anatomy : Is it Comparable with Traditional Methods in the Teaching of Human Forearm Musculoskeletal Anatomy ?, 125(June), 119–125. https://doi.org/10.1002/ase.214Cooper, J. B., & Traqueti, V. (2004). A brief history of the development of mannequin simulators for clinical education and training. Qual Saf Health Care, 13(suppl 1), i11–i18.Corvetto, M. (2013). Simulación en educación medica: una sinapsis. Rev Med Chile, 141, 70–79.Davila-Cervantes, A. (2014). Simulación en educación médica. Investigación En Educación Médica, 3(10), 100–105Dimitropoulos, K., Manitsaris, A., & Mavridis, I. (2008). Building virtual reality enviroments for distance education on the web. A case study in medical education. International Journal of Socical Sciences, 2(1), 62–70.Donnelly, L., Patten, D., White, P., & Finn, G. (2009). Virtual human dissector as a learning tool for studying cross-sectional anatomy. Med Teach, 31, 553–555.Elizondo-Umaña, R., Morales-Gomez, J., Guzman, S., Hernandez, I., Ibarra, R., & Vilche, F. (2004). Traditional teaching supported by a computer -assisted learning for macroscopic anatomy. Anat Rec, 278B, 18–22.Engum, S., Jeffries, P., & Fisher, L. (2003). Intravenous catheter training system. Am J Surg, 186, 67–74.Flanagan, B., Nestel, D., & Joseph, M. (2004). Making patient safety the focus: crisis resource management. Medical Education, 38, 56–66.Gaba, D. (2004). The future vision of simulation in health care. Qual Saf Health Care, 13(Suppl 1), i2-10.Galindo, J., & Visbal, L. (2007). Simulación, herramienta para la educación. Salud Uninorte, 23(1), 79–95.Garg, A. (2001). How medical students learn spatial anatomy. Lancet, 357(9253), 363–364.Gorman, P. J., Meier, A. H., Rawn, C., & Krummel, T. M. (2000). Future of medical education is no longer blood and gutsnit is bits and bytes. Am J Surg, 180, 353–356Hallgren, R., Parkhurst, P., Monson, C., & Crewe, N. (2002). An interactive web- based tool for learning anatomic landmarks. Academic Medicine, 77(3), 263–265.Hamza-Lup, F., Santhanam, A., Imielinska, C., Meeks, S., & Rolland, J. (2007). Distribuited augmented reality wih 3D lungs dinamics. IEEE Trans Info Technol Biomed, 111(1), 40.Hanson, K., & Shelton, B. (2008). Design and development of virtual reality: analysis of challenges face by educators. Educational Technology & Society, 11(1), 118–131.Harrriri, S., Rawn, C., Srivastava, S., Youngblood, P., & Ladd, A. (2004). Evaluation of surgical simulator for learning clinical anatomy. Medical Education, 38(8), 896–902.Huang, H., Rauch, U., & Liaw, S. (2010). Computers & Education Investigating learners ’ attitudes toward virtual reality learning environments : Based on a constructivist approach, 55, 1171–1182. https://doi.org/10.1016/j.compedu.2010.05.014Issenberg, S., McCagie, W., Petrusa, E., Gordon, D., & Scalese, R. (2005). Features and use of high fidelity medical simulations that lead to effective learning : a BEME systematic review. Med Teach, 27, 10–28.Jonassen, D. (2008). Meaning learning with technology. (Pearson, Ed.).Kamphuis, C., & Barsom, E. (2014). Augmented reality in medical education? https://doi.org/10.1007/s40037-013-0107-7Khon, L. (1999). To err is human: building a safer health system. (N. A. Press, Ed.). Washington.Kneebone, R., Kidd, J., Nestel, D., Asvall, S., & Paraskevas, R. (2002). An innovative model of teaching and learning clinical procedures. Medical Education, 36, 628–34.Kneebone, R., Scott, W., Darzi, A., & Horrocks, M. (2004). Simulation and clinical practice; strechting the relationship, 38, 32–38.Limniou, M., Roberts, D., & Papadopoulos, N. (2008). Full inmersive virtual enviroment in chemistry education. Computers & Education, 51, 584–593.Lopez Araoz, A. (2014). Rol e importancia de la simulación en la educación médica y broncoscópica. Revista Americana de Medicina Respiratoria, 4, 362–364.Lynagh, M., & Burton, R. (2007). A systematic review of medical skills laboratory training: where to from here. Medical Education, 41, 879–887Merriënboer, J., & Kirschner, P. (2007). Ten steps to complex learning, a systematic approach to four component instructional design.Milgram, P., Takemura, H., & Utsumi, F. (1994). Augmented reality: a class of displays on the reality -virtual continuum. Proceedings of Telemanipulator and Telepresence Technologies, 34 2351, 282–292Miller, G. (1990). The assesment of clinical skills/competence/performance. Academic Medicine, 65, s63–s67.Murgitroyd, E., Marduska, M., Gonzalez, J., & Watson, A. (2014). ScienceDirect The Surgeon , Journal of the Royal Colleges of Surgeons of Edinburgh and Ireland 3D digital anatomy modelling e Practical or pretty ?, 2–5.Muro, J. (2011). Simulación como solución a las nuevas necesidades del mundo sanitario. Educ Med, 14(2), 91–99.Naik, V., Matsumoto, E., & Houston, P. (2001). Fiberoptic orotracheal intubation on anesthetized patients: do maipulation skills learned on a simple model transfer into operating room? Anesthesiology, 95, 343–348.Nicholson, D. T., Chalk, C., Funnell, W. R. J., & Daniel, S. J. (2006). undergraduate education Can virtual reality improve anatomy education ? ear model, (503), 1081–1087. https://doi.org/10.1111/j.1365-2929.2006.02611.xNicholson, D. T., Funnell, W. R. J., & Daniel, S. J. (2006). Can virtual reality improve anatomy education? a ramdomised controlled study of a computer-generated three dimensional anatomical ear model. 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Academic Medicine, 78(6), 783–788.EspecializaciónEducación y Humanidades - Especialización en Docencia UniversitariaORIGINALNuñezRicardoFedericoJavier2017..pdfTrabajo de gradoapplication/pdf678734http://repository.unimilitar.edu.co/bitstream/10654/17077/1/Nu%c3%b1ezRicardoFedericoJavier2017..pdf33942c8ed29a1586af60e3535b14e376MD51LICENSElicense.txttext/plain1521http://repository.unimilitar.edu.co/bitstream/10654/17077/2/license.txt57c1b5429c07cf705f9d5e4ce515a2f6MD52TEXTNuñezRicardoFedericoJavier2017..pdf.txtExtracted texttext/plain61376http://repository.unimilitar.edu.co/bitstream/10654/17077/3/Nu%c3%b1ezRicardoFedericoJavier2017..pdf.txt354708423fa73be01926d1a5ac511c09MD53THUMBNAILNuñezRicardoFedericoJavier2017..pdf.jpgIM Thumbnailimage/jpeg6046http://repository.unimilitar.edu.co/bitstream/10654/17077/4/Nu%c3%b1ezRicardoFedericoJavier2017..pdf.jpgcb3f534cf9b7f3c9d52ea1ea9a7a043dMD5410654/17077oai:repository.unimilitar.edu.co:10654/170772019-12-30 12:19:33.97Repositorio Institucional UMNGbibliodigital@unimilitar.edu.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