Introduction

The acquisition of desirable actions and learning objectives in simulated emergency clinical cases might be increased with the support of robotic telepresence (RTP).

Objective

Determine if there are changes in desirable actions and learning objectives before and after the experienced support through RTP in simulated emergency clinical cases.

Method

Comparative study about a competence educational model. The study included 18 senior students of medicine. RTP included a software: Double [app version 2.0.5 (230)], Double robot, Ipad air first generation. The expertise support through RTP was done by an emergency medicine specialist. To qualify, a check list about desirable actions and learning objectives was used in each clinical case before and after RTP. At the end, a survey among students of satisfactory use of RTP was done. Descriptive statistics were performed and a Mann Whitney test was performed to determine differences before and after RTP.

Results

Nine pairs of cases with and without RTP were analyzed. There were statistical differences in desirable actions before 50.57 (46.10-57.74) and after RTP 81.53 (70.62-85.70) There were statistical differences in learning objectives before 32.50 (25.89-47.44) and after RTP 75 (63.07-75.67). There was 92% of agreement about the use of RTP as to solve emergency simulated clinical cases.

Conclusions

The use of RTP increases desirable actions and learning objectives with a high rate of agreement in solving simulated emergency clinical cases among senior medical students.