Proper Use and Functioning of Biomedical Equipment in Medical Education through Clinical Simulation: An Action Research Study.
Abstract
This investigation explores how medical students learn to use and understand the functioning of biomedical equipment in clinical simulation courses, employing an action research design. Participants were selected through purposive and opinion-based sampling, which enabled the inclusion of diverse experiences related to the phenomenon under analysis. Data were collected through two non-participant observations, two focus groups, twelve semi-structured interviews, two field notes, and a research journal that documented reflections, perceptions, and emotions throughout the process. Thematic analysis of the transcribed materials revealed that the combination of progressive pedagogies, hands-on practice, frequent equipment handling, observation of professional use, and multidisciplinary teaching approaches enhances students’ learning. Nevertheless, certain limitations were identified, particularly the persistent gap between theory and practice, which hinders the consolidation of competencies applicable in real clinical settings. Consequently, the study suggests that medical education should adopt strategies that increase interaction with biomedical equipment from early stages while simultaneously strengthening the integration between conceptual knowledge and practical experience.
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