Medical Integration with an Emphasis on Basic Pharmacology of Antidepressants through Healthcare Simulation
DOI:
https://doi.org/10.22201/fm.30617243e.2026.6.115Keywords:
clinical simulation, pharmacology, standardized patientAbstract
The experience aimed to describe and analyze a curricular integration through a clinical simulation with a standardized patient, focused on the basic pharmacology of antidepressants. The goal was to highlight strengths, opportunities for improvement, applied strategies, and implemented innovations. To this end, a sequential-procedural study was conducted in nine stages, during which thirty-three sessions equivalent to approximately eighty-one hours of simulation were carried out. As a result, the findings showed positive effects, as most students achieved high grades and expressed willingness to recommend the activity in the future. In summary, the simulation effectively integrated declarative, procedural, and attitudinal knowledge for the rational prescription of antidepressants, with an overall performance rated as “more than sufficient.”
References
Agència per a la Qualitat del Sistema Universitari de Catalunya. (2023). Evaluación de los resultados de aprendizaje. AQU Catalunya. https://www.aqu.cat/es/doc/Universitats/Metodologia/Focus-2.-Evaluacion-de-los-resultados-de-aprendizaje
Comisión de Docencia de la Escuela de Medicina. (2022). Documento curricular de fundamentación: Bachillerato en Ciencias Médicas, Licenciatura en Medicina y Cirugía. Escuela de Medicina, Universidad de Costa Rica. https://emedic.ucr.ac.cr/wp-content/uploads/2024/01/DOCUMENTO-CURRICULAR-DE-FUNDAMENTACION-Escuela-de-Medicina-2021-2022-Versio%CC%81n-Final.pdf
Daly, S., Phillips, K. y McCann, C. (2022). Teaching and assessing soft skills for health and education professionals: A scoping review. Advances in Social Science and Culture, 4(3), 39–55. https://doi.org/10.22158/assc.v4n3p39
El-Amin, A. (2020). Andragogy: A theory in practice in higher education. Journal of Research in Higher Education, 4(2), 54–69. https://doi.org/10.24193/JRHE.2020.2.4
Lewis, K. L., Bohnert, C. A., Gammon, W. L., Hölzer, H., Lyman, L., Smith, C., Thompson, T. M., Wallace, A., & Gliva-McConvey, G. (2017). The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP). Advances in Simulation, 2(1), 10. https://doi.org/10.1186/s41077-017-0043-4
Loftus, S. (2015). Understanding integration in medical education. Medical Science Educator, 25, 357–360. https://doi.org/10.1007/s40670-015-0152-4
Ministerio de Salud de Costa Rica. (2024). Política nacional de salud mental 2024-2034. Ministerio de Salud. Doce Puntos. https://www.ministeriodesalud.go.cr/index.php/biblioteca-de-archivos-left/documentos-ministerio-de-salud/salud-mental-1/politica-salud-mental
Quintero, G., Vergel, J., Arredondo, M., Ariza, M., Gómez, P., & Pinzon, A. (2016). Integrated medical curriculum: Advantages and disadvantages. Journal of Medical Education and Curricular Development, 3, 133–137. https://doi.org/10.4137/JMECD.S18920
Sánchez-Contreras, M. L. (2019). Socioformative Taxonomy: A referent for Didactics and Evaluation. FORHUM. International Journal of Social Sciences and Humanities, 1(1), 113-129. https://doi.org/10.35766/jf1911
Sandí Murillo, M. (2015). La función del aprendizaje en el proceso de la educación de adultos. Revista de Educación, 3(1), 39–46. https://archivo.revistas.ucr.ac.cr/index.php/educacion/article/view/18669
Segura Aparicio, J. C., Salazar Sánchez, L., & López Dávila, A. J. (2023). Medical education in Costa Rica: From Flexner to COVID-19: Integrative answers for old and new challenges. Medical Science Educator, 33(6), 1389–1397. https://doi.org/10.1007/s40670-023-01886-w
Segura Aparicio, J., & Flores Sandí, G. (2024). Simulación a distancia: Una experiencia binacional de innovación en la enseñanza de la medicina legal para estudiantes de medicina durante la pandemia COVID-19. Revista Educación, 48(2), 1–19. https://doi.org/10.15517/revedu.v48i2.58178
Segura Aparicio, J. C., Méndez Solano, V., García Vargas, R., Villalobos Ureña, C., & Vargas Chacón, S. D. (2025). Metodología de entrenamiento actoral para pacientes estandarizados (MEAPE) de la Sección de Integración Médica, Universidad de Costa Rica. Revista de Simulación en Ciencias de la Salud, (4), 92-99. https://doi.org/10.22201/fm.30617243e.2025.4.112
Tobón, S. (2018). Essential axes of knowledge society and socioformation. https://www.researchgate.net/publication/327468426_Essential_axes_of_knowledge_society_and_sociofor-mation
Universidad de Costa Rica. Consejo Universitario. (2024). Código de ética de la Universidad de Costa Rica. https://cimpa.ucr.ac.cr/images/Cimpa/Documentos/Reglamento/CodigoEtica.pdf
World Health Organization. (1983, November). Estrategia mundial de salud para todos en el año 2000: La dimensión espiritual. https://iris.who.int/server/api/core/bitstreams/1ac-0b5a2-d22e-4dfb-acbf-3294bbb1b330/content
Youm, J., Christner, J., Hittle, K., Ko, P., Stone, C., Blood, A. D., & Ginzburg, S. (2024). The 6 degrees of curriculum integration in medical education in the United States. Journal of Educational Evaluation for Health Professions, 21(15), 1-7. https://doi.org/10.3352/jeehp.2024.21.15
