Satisfação e autoconfiança de estudantes na simulação realística e a experiência de perpetuação do saber / Student satisfaction and self-confidence in realistic simulation and the experience of knowledge perpetuation

Resumo: Introdução: O formato dos métodos educacionais renova-se frequentemente, lançando mão de diferentes ferramentas disponíveis, conforme as Diretrizes Curriculares Nacionais. Uma dessas ferramentas, a simulação realística (SR), é utilizada para criar proximidade entre o estudante e o dia a dia real em um ambiente monitorado, que propicia margem para erros, mas não com um paciente legítimo. Como mensurar o aprendizado significativo é um processo complexo, podem-se utilizar escalas de apoio. A partir desse desafio, perpetuar o saber entre estudantes de diferentes semestres utilizando a ferramenta da SR pode agregar conhecimento? Objetivo: Este estudo teve como objetivos explanar o uso da SR entre estudantes de Medicina; comparar os índices de satisfação e autoconfiança em relação à SR por meio de escala, especificamente em ressuscitação cardiopulmonar (RCP), antes e depois da intervenção de aprendizagem entre estudantes de diferentes semestres; e conhecer o processo da aprendizagem dos estudantes por meio do questionário pós-execução do ensino presencial. Método: Trata-se de estudo do tipo quase experimental com 86 estudantes de Medicina de instituição particular. A coleta de dados foi feita em três etapas, a saber: orientações do estudo, prática de cenário e perpetuação do saber a outros estudantes. Utilizaram-se como instrumentos dois questionários e uma escala de avaliação, e, para comparação, as frequências relativas e absolutas, o alfa de Cronbach e o teste não paramétrico de Mann-Whitney. Resultado: O alfa de Cronbach foi considerado alto, e o teste não paramétrico resultou em valores entre 3,81 e 4,91, indicando concordância na satisfação e autoconfiança na aprendizagem, com diferença significativa nas respostas: "Eu gostei do modo como meu professor ensinou através da simulação", "Estou confiante de que domino o conteúdo da atividade de simulação que meu professor me apresentou" e "Eu sei como usar atividades de simulação para aprender habilidades". Referente à perpetuação e fixação do aprendizado e à relevância disso na formação, todos os estudantes concordaram ainda que 6% ainda não se consideraram aptos para um atendimento de RCP. Conclusão: A proposta do estudo demonstrou-se eficaz no aprimoramento do aprendizado e perpetuação de saberes entre estudantes.

Abstract: Introduction: The structure of educational methods is frequently renewed, using different available tools, according to the National Curriculum Guidelines. One of these, the realistic simulation (RS) methodology, is used to create proximity between the student and the real everyday life in a monitored environment, which provides room for error, but not with an actual patient. However, measuring meaningful learning is a complex task and support scales can be used. Based on this challenge, can the perpetuation of knowledge among students from different semesters using the RS tool add knowledge? Objectives: To explain the use of RS among medical students; to compare satisfaction and self-confidence indices in relation to RS using a scale, specifically in CPR (Cardiopulmonary Resuscitation), before and after the learning intervention among students from different semesters; to know the students' learning process through the in-person teaching post-performance questionnaire. Method: This was a quasi-experimental study with 86 medical students from a private institution, with data collection was carried out in three stages, namely: study guidelines, scenario practice and perpetuation of knowledge to other students. Two questionnaires and an evaluation scale were used as tools and, for comparison, the relative and absolute frequencies, Cronbach's alpha and the non-parametric Mann-Whitney test were used. Results: Cronbach's alpha was considered high and the nonparametric test resulted in values ​​between 3.81 and 4.91, indicating agreement in satisfaction and self-confidence in learning, with a significant difference in the answers: I liked the way my teacher taught using the simulation; I am confident that I have mastered the content of the simulation activity to which my teacher introduced me and I know how to use simulation activities to learn skills. Regarding the perpetuation of learning, its fixation and its relevance in training, all students also agreed that 6% still did not consider themselves ready to perform CPR. Conclusion: The study proposal proved to be effective in improving learning and perpetuating knowledge among students.

Comparação da Eficiência do Treinamento em Entubação Orotraqueal com Vídeo Educacional versus Checklist / Comparing the Efficiency of Training in Orotracheal Intubation with Educational Video Versus Checklist

RESUMO O artigo relata uma experiência de desenvolvimento, por estudantes de Medicina, de vídeos educacionais que visam aprimorar o aprendizado e fortalecer o embasamento teórico e prático da entubação orotraqueal. Objetivo O objetivo do estudo é avaliar a retenção do aprendizado dos alunos da graduação por meio do uso de vídeos no ensino de procedimentos médicos no curso de Medicina. Métodos Foram avaliados 30 alunos da graduação do curso de Medicina, randomizados em dois grupos de estudo, um com vídeo e outro com material teórico (checklist), para estudo individualizado do tema de entubação orotraqueal. Resultados Todos os alunos melhoraram o conhecimento teórico e prático do procedimento de entubação orotraqueal (p < 0,00). Não houve diferença entre a execução do procedimento entre os grupos (p = 1). Quanto ao conhecimento teórico, o grupo de estudo com vídeos apresentou melhor desempenho na avaliação teórica (p < 0,041). Conclusão As duas ferramentas pedagógicas forneceram ganho de conhecimento ao aluno, sendo que o conteúdo teórico do procedimento foi superior no grupo de estudo com vídeos, mas o preparo e a execução do procedimento foram semelhantes entre os grupos.

ABSTRACT The paper reports on an experience by medical students to develop educational videos which aim to improve learning and strengthen the theoretical and practical foundations of orotracheal intubation. Objective The objective of this study is to evaluate the learning retention of undergraduate medical students through the use of educational videos containing medical procedures. Methods 30 undergraduate medical students were randomized in two study groups, one received educational videos and other received theoretical material (checklist). A comparison was made to evaluate and compare their learning in relation to the orotracheal intubation procedure. Results All the students demonstrated improved practical and theoretical knowledge of the orotracheal intubation procedure. (p < 0.00), no difference was found in the procedure execution between the groups (p = 1) and, regarding theoretical knowledge, the study group that used videos presented superior performance in the evaluation (p < 0.041). Conclusion The two pedagogical tools both enhanced the students’ knowledge, where the group that used videos showed deeper theoretical knowledge of the procedure, but procedure execution was identical between groups.

Quality of continuous chest compressions performed for one or two minutes.

OBJECTIVES: This study was designed to assess cardiopulmonary resuscitation quality and rescuer fatigue when rescuers perform one or two minutes of continuous chest compressions. METHODS: This prospective crossover study included 148 lay rescuers who were continuously trained in a cardiopulmonary resuscitation course. The subjects underwent a 120-min training program comprising continuous chest compressions. After the course, half of the volunteers performed one minute of continuous chest compressions, and the others performed two minutes, both on a manikin model. After 30 minutes, the volunteers who had previously performed one minute now performed two minutes on the same manikin and vice versa. RESULTS: A comparison of continuous chest compressions performed for one and two minutes, respectively, showed that there were significant differences in the average rate of compressions per minute (121 vs. 124), the percentage of compressions of appropriate depth (76% vs. 54%), the average depth (53 vs. 47 mm), and the number of compressions with no errors (62 vs. 47%). No parameters were significantly different when comparing participants who performed regular physical activity with those who did not and participants who had a normal body mass index with overweight/obese participants. CONCLUSION: The quality of continuous chest compressions by lay rescuers is superior when it is performed for one minute rather than for two minutes, independent of the body mass index or regular physical activity, even if they are continuously trained in cardiopulmonary resuscitation. It is beneficial to rotate rescuers every minute when performing continuous chest compressions to provide higher quality and to achieve greater success in assisting a victim of cardiac arrest.

Quality of continuous chest compressions performed for one or two minutes

OBJECTIVES: This study was designed to assess cardiopulmonary resuscitation quality and rescuer fatigue when rescuers perform one or two minutes of continuous chest compressions. METHODS: This prospective crossover study included 148 lay rescuers who were continuously trained in a cardiopulmonary resuscitation course. The subjects underwent a 120-min training program comprising continuous chest compressions. After the course, half of the volunteers performed one minute of continuous chest compressions, and the others performed two minutes, both on a manikin model. After 30 minutes, the volunteers who had previously performed one minute now performed two minutes on the same manikin and vice versa. RESULTS: A comparison of continuous chest compressions performed for one and two minutes, respectively, showed that there were significant differences in the average rate of compressions per minute (121 vs. 124), the percentage of compressions of appropriate depth (76% vs. 54%), the average depth (53 vs. 47 mm), and the number of compressions with no errors (62 vs. 47%). No parameters were significantly different when comparing participants who performed regular physical activity with those who did not and participants who had a normal body mass index with overweight/obese participants. CONCLUSION: The quality of continuous chest compressions by lay rescuers is superior when it is performed for one minute rather than for two minutes, independent of the body mass index or regular physical activity, even if they are continuously trained in cardiopulmonary resuscitation. It is beneficial to rotate rescuers every minute when performing continuous chest compressions to provide higher quality and to achieve greater success in assisting a victim of cardiac arrest. .

Simulação clínica em cardiologia / Clinical simulation in cardiology

A educação continuada constitui um critério de avaliaçãode qualidade do ensino das instituições, sendo uma das ferramentasmais importantes na capacitação dos profissionaisda saúde, na atualização profissional e no aprimoramentoda equipe multidisciplinar. A simulação diminui a distânciaexistente entre o que se ensina na teoria e sua aplicabilidadena prática profissional. O treinamento com cenários é dividido,didaticamente, em três momentos: elaboração, execuçãoe debriefing. O debriefing é o momento utilizado para análisee reflexão do que foi vivido durante a simulação, para que sedescubra o que foi aprendido e sua aplicabilidade a partir deexperiências vividas em situações reais. A simulação clínicatambém permite que os profissionais estejam mais aptos a anteversituações clínicas adversas, possam cometer erros e, atémesmo, tirar suas dúvidas antes de lidar com situações reais,sempre em ambientes controlados e sob constante supervisão...

Continuing education is a major criterion for the evaluationof the quality of teaching institutions, so it is one of the mostimportant tools in the training of health professionals in professionalupdating and improving the multidisciplinary team.Simulation decreases the gap between what is taught in theoryand its applicability in practice. The training scenario is divideddidactically in three stages: preparation, execution anddebriefing. The debriefing is the time required for analysis andreflection of what was experienced during the simulation, sothat they disco ver what they have leamed and their applicabilityfrom experiences in real situations. Simulation also allowsclinical professionals to be more able to predict adverse clinicalsituations, so that they can make mistakes or even get therequestions solved before dealing with real situations, alwaysin controlled environments and under constant supervision...

Laboratório de habilidades na capacitação em cardiologia: como estruturar um centro de simulação / Laboratory skills training in cardiology: How to design a simulation center

A construção de um centro de simulação necessita deplanejamento cuidadoso. Ele deve ser funcional, prático,representar o ambiente real proposto e fornecer otimizaçãodas salas a fim de criar rotatividade e a possibilidade depraticar diferentes cenários com diferentes ambientes em ummesmo espaço físico. Sendo assim, algumas perguntas devemser respondidas antes da aquisição de qualquer equipamento...

Simulation Center provides diverse leaming opportunities in a safeand supportive environrnent to promote communication, collaboration,and integration of Cardiology and healthcare partnerswith a focus on preparing leamers to be competent, confident, andcompassionate health professionals. The simulation labs providean environrnent where the users may practice their proper clientassessment, critical thinking, intervention skills, and procedures...

Avaliação baseada em competências empregando a simulação (Elaboração de protocolos de observação de habilidades e de competências empregando a simulação) / Based assessment skills using simulation (Elaboration of protocls observation skills and competencies employing simulatio)

Um exame clínico objetivamente estruturado é ummoderno tipo de exame frequentemente usado em ciênciasda saúde e em cardiologia. Ele é projetado para testaro desempenho da habilidade clínica ecompetência emhabilidades como comunicação, atuação no pré-hospitalar,na sala de emergência, exame clínico, procedimentosmédicos/prescrição, prescrição de exercícios, técnicasde mobilização, avaliação de imagens radiográficas elaboratórios e interpretação dos resultados...

Changes in medical practice that lirnit instruction time andpatient availability, the expanding options for diagnosis andmanagement, and advances in technology are contributing togreater use of simulation technology in medical education.High-technology simulations currently being used a cardiovasculardisease simulator, which can be used to simulate cardiacconditions; multimedia computer systems, which includespatient-centered, case-based programs that constitute a generalistcurriculum in cardiology. Some benefits of simulationtechnology include improvements in certain surgical technicalskills, in cardiovascular examination skills, and in acquisitionand retention ofknowledge compared with traditionallectures.These systems help to address the problem of poor skills trainingand proficiency and may provide a method for physiciansto beco me self-directed lifelong leamers...