Template-Type: ReDIF-Article 1.0
Title: Clinical simulation as an experiential learning strategy in the graduate training of music therapists: systematization of a teaching experience
Author-Name: Lichtensztejn, Marcela
Author-Name: Trivarelli, Camila B.
Author-Name: Canova-Barrios, Carlos Jesús
Abstract: Introduction: Clinical simulation has proven to be an effective educational tool in the training of health professionals. Its incorporation into the Music Therapy program represents a methodological innovation that makes it possible to recreate realistic clinical scenarios, where students practice practical skills and develop therapeutic competencies in a safe environment. Methods: An educational experience conducted at the Faculty of Health Sciences of the University of Business and Social Sciences (UCES) was systematized. Simulated clinical scenarios were designed with the participation of third-year Music Therapy students. The simulations addressed settings such as mental health, neurology, intensive care, and pediatrics using trained actors and technological resources. At the end of the experience, a Likert-scale questionnaire was administered to explore students' perceptions of their learning and clinical performance. Results: Sixty-three percent of the students considered that the experience greatly strengthened their critical thinking; 62% perceived a significant increase in professional confidence; 87% highly valued the debriefing session as a space for integrating theory and practice; 88% reported greater motivation to learn; 63% indicated substantial improvements in their clinical competencies; and 50% reported a significant reduction in fear of interacting with real patients. The qualitative comments reinforced these findings, highlighting the usefulness of the protected environment, the opportunity to apply prior knowledge, and the immediate feedback received. Conclusions: Clinical simulation is established as an effective strategy for teaching competencies in music therapy, promoting experiential, reflective, and personalized learning. Its implementation contributes to the comprehensive development of students and represents a significant advancement in academic training within arts-based therapies.
Journal: SAP Health and Policy
Year: 2025
DOI: 10.56294/shp2025361
File-URL: https://southam.pub/journals/files/shp/shp2025361en.pdf
File-Format: application/pdf
Handle: RePEc:cwf:shpart:shp2025361