María E. de los Ríos-Uriarte, Facultad de Bioética, Universidad Anáhuac México, Ciudad de México; Facutad de Derecho, Universidad Autónoma de Querétaro, Querétaro; México
José A. Castilla-Barajas, Facultad de Bioética, Universidad Anáhuac México, Ciudad de México, México
Arianna Cerón-Apipilhuasco, Facutad de Derecho, Universidad Autónoma de Querétaro, Querétaro; Centro de Simulación, Facultad de Ciencias de la Salud, Universidad Anáhuac México. México
Begoña Fuertes-Abascal, Facutad de Derecho, Universidad Autónoma de Querétaro, Querétaro; Centro de Simulación, Facultad de Ciencias de la Salud, Universidad Anáhuac México. México
Nadia Hernández, Facutad de Derecho, Universidad Autónoma de Querétaro, Querétaro; Centro de Simulación, Facultad de Ciencias de la Salud, Universidad Anáhuac México. México
Rubén Íñigo-Cabrejos, Facutad de Derecho, Universidad Autónoma de Querétaro, Querétaro; Centro de Simulación, Facultad de Ciencias de la Salud, Universidad Anáhuac México. México
The implementation of clinical simulations is an essential educational tool for the training of health professionals as well as for teaching clinical bioethics. In this article, a review of the history of the use of simulation in learning medicine and its correlation with the development of other skills such as facing ethical dilemmas in a controlled environment is carried out, facilitating the learning of crucial skills for decision-making. of bioethical decisions. There are certain fundamental skills that a bioethics consultant must master; therefore, simulation is proposed as an effective methodology for the development of these skills.
Keywords: Clinical simulation. Bioethics. Competencies. Learning. Education.