Impressão 3D na relação médico-paciente, relato de experiência da integração entre ensino, inovação e assistência / 3D printing in the physician-patient relationship, experience report on the integration between education, innovation and care

RESUMO Introdução: Na literatura, diversos artigos apresentam a satisfação dos pacientes e a melhor clareza de entendimento acerca das informações transmitidas pela equipe médica, com o auxílio de peças tridimensionais. A educação e a saúde são práticas inseparáveis e interdependentes, sempre estiveram articuladas, consideradas elementos fundamentais no processo de atuação dos profissionais da saúde. Assim, professores e alunos do curso de Medicina da Universidade Federal de Pernambuco criaram uma extensão universitária, que objetivava o uso de modelos anatômicos, impressos em 3D, para educação dos pacientes do ambulatório de ortopedia e traumatologia. Relato de experiência: Ao longo dos seis meses de projeto, foram assistidos 77 pacientes, e o projeto contou com o trabalho de três professores e 18 alunos da graduação, totalizando 98 pessoas envolvidas no projeto. As ações foram divididas em dois blocos. O primeiro consistiu na capacitação dos alunos. No segundo, os discentes realizavam visitas ao ambulatório, acompanhados por um médico especialista responsável, usavam peças impressas pelos próprios alunos, para orientar os pacientes quanto à sua respectiva condição, e davam orientações sobre a terapêutica valendo-se dessas peças impressas. Discussão: A possibilidade de utilização dessa ferramenta como auxílio na comunicação médica abre um vasto horizonte de aplicação da impressão 3D na educação popular em saúde. Isso, por sua vez, propicia o aperfeiçoamento da promoção da saúde de regiões menos desenvolvidas, uma vez que essa interação entre equipe de saúde e comunidade permite a promoção, a proteção e a recuperação da saúde, a partir de um diálogo horizontal, valorizando e respeitando o usuário do sistema de saúde, de maneira a torná-lo agente e protagonista do processo saúde e doença. Conclusão: Projetos de extensão desse tipo têm um enorme potencial para gerar impactos na medicina, na comunidade acadêmica e na população assistida, sobretudo a menos instruída.

ABSTRACT Introduction: In the literature, several articles demonstrate patient satisfaction and better understanding of the information transmitted by the medical team, with the aid of three-dimensional pieces. Education and health are inseparable and interdependent practices, they have always been articulated, and considered crucial elements in the action process of health professionals. Thus, teachers and students of the medicine course at Universidade Federal de Pernambuco created a university extension project that aimed at the use of anatomical models printed in 3D, for the education of patients in the orthopedics and traumatology outpatient clinic. Experience Report: Over the six months of the project, 77 patients were assisted and the project employed the work of 3 teachers and 18 undergraduate students, totaling 98 people involved in the project. The actions were divided into 2 blocks: the first consisted of training the students and, in the second, the students visited the outpatient clinic, accompanied by a specialist physician in charge and used pieces printed by the students themselves, to guide the patients regarding their respective condition and provided guidance on therapy using these printed pieces. Discussion: the possibility of using this tool as an aid in medical communication opens up a vast horizon of application of 3D printing in health education. This, in turn, favors the improvement of health promotion in less developed regions, since this interaction between the health team and the community allows the promotion, protection and recovery of health, based on a horizontal dialogue, valuing and respecting the users of the health system, aiming to make them an agent and protagonist of the health and disease process. Conclusion: It can be concluded, therefore, that extension projects such as this one have enormous potential to generate impacts on medicine, the academic community and the assisted population, especially the less educated ones.

Surgical model pig ex vivo for venous dissection teaching in medical schools.

PURPOSE: To investigate a method for development of surgical skills in medical students simulating venous dissection in surgical ex vivo pig model. METHODS: Prospective, analytical, experimental, controlled study with four stages: selection, theoretical teaching, training and assessment. Sample of 312 students was divided into two groups: Group A - 2nd semester students; Group B - students of 8th semester. The groups were divided into five groups of 12 students, trained two hours per week in the semester. They set up four models to three students in each skill station assisted by a monitor. Teaching protocol emergency procedures training were applied to venous dissection, test goal-discursive and OSATS scale. RESULTS: The pre-test confirmed that the methodology has not been previously applied to the students. The averages obtained in the theoretical evaluation reached satisfactory parameters in both groups. The results of applying OSATS scale showed the best performance in group A compared to group B, however, both groups had satisfactory medium. CONCLUSION: The method was enough to raise a satisfactory level of skill both groups in venous dissection running on surgical swine ex vivo models.

Surgical model pig ex vivo for venous dissection teaching in medical schools

Purpose: To investigate a method for development of surgical skills in medical students simulating venous dissection in surgical ex vivo pig model. Methods: Prospective, analytical, experimental, controlled study with four stages: selection, theoretical teaching, training and assessment. Sample of 312 students was divided into two groups: Group A - 2nd semester students; Group B - students of 8th semester. The groups were divided into five groups of 12 students, trained two hours per week in the semester. They set up four models to three students in each skill station assisted by a monitor. Teaching protocol emergency procedures training were applied to venous dissection, test goal-discursive and OSATS scale. Results: The pre-test confirmed that the methodology has not been previously applied to the students. The averages obtained in the theoretical evaluation reached satisfactory parameters in both groups. The results of applying OSATS scale showed the best performance in group A compared to group B, however, both groups had satisfactory medium. Conclusion: The method was enough to raise a satisfactory level of skill both groups in venous dissection running on surgical swine ex vivo models.(AU)

Surgical model pig ex vivo for venous dissection teaching in medical schools

Abstract Purpose: To investigate a method for development of surgical skills in medical students simulating venous dissection in surgical ex vivo pig model. Methods: Prospective, analytical, experimental, controlled study with four stages: selection, theoretical teaching, training and assessment. Sample of 312 students was divided into two groups: Group A - 2nd semester students; Group B - students of 8th semester. The groups were divided into five groups of 12 students, trained two hours per week in the semester. They set up four models to three students in each skill station assisted by a monitor. Teaching protocol emergency procedures training were applied to venous dissection, test goal-discursive and OSATS scale. Results: The pre-test confirmed that the methodology has not been previously applied to the students. The averages obtained in the theoretical evaluation reached satisfactory parameters in both groups. The results of applying OSATS scale showed the best performance in group A compared to group B, however, both groups had satisfactory medium. Conclusion: The method was enough to raise a satisfactory level of skill both groups in venous dissection running on surgical swine ex vivo models.

Chest drainage teaching and training for medical students. Use of a surgical ex vivo pig model.

PURPOSE: Implement a constructivist approach in thoracic drainage training in surgical ex vivo pig models, to compare the acquisition of homogeneous surgical skills between medical students. METHODS: Experimental study, prospective, transversal, analytical, controlled, three steps. Selection, training, evaluation. INCLUSION CRITERIA: a) students without training in thoracic drainage; b) without exposure to constructivist methodology. 2) EXCLUSION CRITERIA: a) students developed surgical skills; b) a history of allergy. (N = 312). Two groups participated in the study: A and B. Lecture equal for both groups. Differentiated teaching: group A, descriptive and informative method; group B, learning method based on problems. A surgical ex vivo pig model for training the chest drain was created. Were applied pre and post-test, test goal-discursive and OSATS scale. RESULTS: Theoretical averages: Group A = 9.5 ± 0.5; Group B = 8.8 ± 1.1 (p = 0.006). Medium Practices: Group A = 22.8 ± 1.8; Group B = 23.0 ± 2.8 (p <0.001). CONCLUSION: Through the constructivist methodology implemented in the thoracic drainage training in surgical ex vivo pig models, has proven the acquisition of surgical skills homogeneous compared among medical students.

Chest drainage teaching and training for medical students. Use of a surgical ex vivo pig model

PURPOSE:Implement a constructivist approach in thoracic drainage training in surgical ex vivo pig models, to compare the acquisition of homogeneous surgical skills between medical students.METHODS:Experimental study, prospective, transversal, analytical, controlled, three steps. Selection, training, evaluation. Inclusion criteria: a) students without training in thoracic drainage; b) without exposure to constructivist methodology. 2) Exclusion criteria: a) students developed surgical skills; b) a history of allergy. (N = 312). Two groups participated in the study: A and B. Lecture equal for both groups. Differentiated teaching: group A, descriptive and informative method; group B, learning method based on problems. A surgical ex vivo pig model for training the chest drain was created. Were applied pre and post-test, test goal-discursive and OSATS scale.RESULTS:Theoretical averages: Group A = 9.5 ± 0.5; Group B = 8.8 ± 1.1 (p = 0.006). Medium Practices: Group A = 22.8 ± 1.8; Group B = 23.0 ± 2.8 (p <0.001).CONCLUSION:Through the constructivist methodology implemented in the thoracic drainage training in surgical ex vivo pig models, has proven the acquisition of surgical skills homogeneous compared among medical students.(AU)

Chest drainage teaching and training for medical students. Use of a surgical ex vivo pig model

ABSTRACT PURPOSE: Implement a constructivist approach in thoracic drainage training in surgical ex vivo pig models, to compare the acquisition of homogeneous surgical skills between medical students. METHODS: Experimental study, prospective, transversal, analytical, controlled, three steps. Selection, training, evaluation. Inclusion criteria: a) students without training in thoracic drainage; b) without exposure to constructivist methodology. 2) Exclusion criteria: a) students developed surgical skills; b) a history of allergy. (N = 312). Two groups participated in the study: A and B. Lecture equal for both groups. Differentiated teaching: group A, descriptive and informative method; group B, learning method based on problems. A surgical ex vivo pig model for training the chest drain was created. Were applied pre and post-test, test goal-discursive and OSATS scale. RESULTS: Theoretical averages: Group A = 9.5 ± 0.5; Group B = 8.8 ± 1.1 (p = 0.006). Medium Practices: Group A = 22.8 ± 1.8; Group B = 23.0 ± 2.8 (p <0.001). CONCLUSION: Through the constructivist methodology implemented in the thoracic drainage training in surgical ex vivo pig models, has proven the acquisition of surgical skills homogeneous compared among medical students.