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"apellidos" => "Varela" ] ] ] ] ] "idiomaDefecto" => "en" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2173572724000274?idApp=WMIE" "url" => "/21735727/unassign/S2173572724000274/v1_202402251056/en/main.assets" ] "en" => array:11 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Letter to the Editor</span>" "titulo" => "Patient safety, what does clinical simulation and teaching innovation contribute?" "tieneTextoCompleto" => true "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "Antonio Dueñas-Ruiz, Luis M. Tamayo Lomas, Miguel A. Castro Villamor, Francisco Martín-Rodríguez" "autores" => array:4 [ 0 => array:4 [ "nombre" => "Antonio" "apellidos" => "Dueñas-Ruiz" "email" => array:1 [ 0 => "adueas@saludcastillayleon.es" ] "referencia" => array:2 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">a</span>" "identificador" => "aff0005" ] 1 => array:2 [ "etiqueta" => "*" "identificador" => "cor0005" ] ] ] 1 => array:3 [ "nombre" => "Luis M." "apellidos" => "Tamayo Lomas" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">a</span>" "identificador" => "aff0005" ] ] ] 2 => array:3 [ "nombre" => "Miguel A." "apellidos" => "Castro Villamor" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">b</span>" "identificador" => "aff0010" ] ] ] 3 => array:3 [ "nombre" => "Francisco" "apellidos" => "Martín-Rodríguez" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">b</span>" "identificador" => "aff0010" ] ] ] ] "afiliaciones" => array:2 [ 0 => array:3 [ "entidad" => "Servicio de Medicina Intensiva, Hospital Universitario Río Hortega, Valladolid, Spain" "etiqueta" => "a" "identificador" => "aff0005" ] 1 => array:3 [ "entidad" => "Centro de Simulación Clínica Avanzada, Facultad de Medicina, Universidad de Valladolid, Spain" "etiqueta" => "b" "identificador" => "aff0010" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "⁎" "correspondencia" => "Corresponding author." ] ] ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Seguridad del paciente, ¿qué aportan la simulación clínica y la innovación docente?" ] ] "textoCompleto" => "<span class="elsevierStyleSections"><p id="par0005" class="elsevierStylePara elsevierViewall">We have read with pleasure the interesting article published in <span class="elsevierStyleItalic">Medicina Intensiva</span>, “Patient safety: what do clinical simulation and educational innovation contribute?”.<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a> The authors focus on the use of clinical simulation to enhance and improve patient safety, an issue with which we agree; however, we want to contribute that simulation currently, and in the future has in the undergraduate education of medical students.</p><p id="par0010" class="elsevierStylePara elsevierViewall">The introduction of simulation mannequins served as a complement to medical education since 1960. In the United States and Canada, the Resusci Anne mannequin was implemented to teach mouth-to-mouth resuscitation and later evolved for the practice of cardiopulmonary resuscitation. Another mannequin, the SIM 1, was used in the 1960s for other educational purposes, as it included blinking eyes, pupils capable of changing size, a jaw that could open, and palpable carotid and radial pulses.<a class="elsevierStyleCrossRefs" href="#bib0010"><span class="elsevierStyleSup">2,3</span></a></p><p id="par0015" class="elsevierStylePara elsevierViewall">Until recently, it was noted that in Spain, medical students received training through clinical simulation in a testimonial manner.<a class="elsevierStyleCrossRef" href="#bib0020"><span class="elsevierStyleSup">4</span></a> However, we should mention that, in certain medical schools and teaching hospitals, simulation was introduced many years ago, and currently, we are experiencing a time when a portion of the investment in many educational centers is precisely focused on it. At hospital level, one of the first groups of intensivists interested in simulation as an educational tool was the group from Santander, with the so-called Center for Emergency Medicine Studies (CEMU), created in 1987. Quesada Suescun et al. created a school, and their magnificent center grew, which eventually led to the current Hospital Virtual Valdecilla (HvV).<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a> In medical schools, one of the first one to have a permanent Simulation structure was Valladolid, which created in 1995 four 40 m<span class="elsevierStyleSup">2</span> spaces dedicated to it. Currently, we have more than 200 m<span class="elsevierStyleSup">2</span> with 3 high-complexity simulation rooms, 1 low-complexity and early clinical immersion simulation room, 3 debriefing rooms, 2 offices, and 2 control centers. In them, cases of emergencies and urgencies are recreated, such as stroke intensive care, heart attack, intoxication, sepsis, polytrauma, hypoglycemia, seizures, dyspnea, heart failure, anaphylaxis, cranioencephalic trauma, digestive hemorrhage, smoke inhalation, or tachycardia, for 4th-, 5th-, and 6th-year medical students and, from the next academic year 2024–2025, for 3rd-year students.</p><p id="par0020" class="elsevierStylePara elsevierViewall">In 2023, the Ministry of Health urged medical schools to increase the number of students by 706 per year. It is unquestionable that Simulation Centers in faculties and hospitals will play an essential role in complying with this mandate, as they allow reducing the number of students in hospitals and enable the analysis and training in decision-making in the face of a clinical problem.<a class="elsevierStyleCrossRef" href="#bib0030"><span class="elsevierStyleSup">6</span></a> Additionally, simulation will be a tool that will shape the next era of postgraduate medical education, patient safety, and recertification of medical professionals.<a class="elsevierStyleCrossRefs" href="#bib0005"><span class="elsevierStyleSup">1,2</span></a></p><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0005">Funding</span><p id="par0025" class="elsevierStylePara elsevierViewall">None declared.</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0010">Conflicts of interest</span><p id="par0030" class="elsevierStylePara elsevierViewall">None declared.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:3 [ 0 => array:2 [ "identificador" => "sec0005" "titulo" => "Funding" ] 1 => array:2 [ "identificador" => "sec0010" "titulo" => "Conflicts of interest" ] 2 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:6 [ 0 => array:3 [ "identificador" => "bib0005" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Seguridad del paciente, ¿Qué aportan a simulación clínica y la innovación docente?" 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