Virtual simulation, What is expected of the teacher?: A systematic review

Abstract

Introduction: Universities raise the possibility of using virtual simulation as a medical teaching strategy, however, it is not properly incorporated into the individual agendas of teachers.

Objective: To determine the teaching role in the teaching-learning process through virtual simulation.

Method: The guidelines of the PRISMA 2020 declaration were followed. A systematic review of scientific articles was carried out through databases such as Scielo and Google Academic, in Spanish. Through an interpretive paradigm, the academic production that addressed the issue of the medical teacher in the teaching process, as well as his participation in the virtual simulation, was delved into.

Results: Of the total of 208 articles reviewed, 14 were identified that provide information about the teaching role in the teaching-learning process and the teaching strategy through simulation, virtual and augmented reality. The inclusion of technology in medical education presents challenges, especially in terms of the digital divide between teachers and students. Constant training in technological and pedagogical skills is crucial to overcome these barriers and improve the quality of the teaching-learning process. This requires a collaborative approach between educational institutions and educational policies to create an environment conducive to the professional development of teachers.

Conclusions: The process of innovation in education starts from the teaching desire, which is why a proactive attitudinal profile is essential, open to change and with conscious use of the training resources provided. Knowledge in these aspects will be able to guide appropriate didactics according to the needs of the group, directing the management of the acquisition of individual knowledge.