Navegando por Assunto "Treinamento por simulação"

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Análise da utilização do simulador Body Interact™ no processo de aprendizagem no curso de medicina do CESUPA
(Centro Universitário do Estado do Pará, 2025-05-26) Avertano-Rocha, Manoella Octavia Leopoldina Maria; Ferrari, Marina Figueiredo; Rodrigues, Natália Francisca Damasceno; Siqueira, Claudia Regina Dias; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; http://lattes.cnpq.br/6013946222269824; Guerreiro, Gustavo Pampolha; http://lattes.cnpq.br/7553169616952489; Andrade, Selma Parente Sousa; http://lattes.cnpq.br/4429392453942556
Introduction: Realistic simulation is an innovative tool in medical education, allowing students to practice technical and behavioral skills in safe environments that replicate real scenarios. This methodology combines theory and practice, facilitating deep learning and the development of essential competencies to face complex situations. Simulation originated in fields such as the military and aviation, and in healthcare, it has evolved from the use of anatomical models to advanced simulators, such as Body Interact™, which offers virtual scenarios for clinical decision-making. This approach improves students’ preparation by offering controlled experiences that ensure safety for both future doctors and patients. Objective: To analyze the learning process of medical students before and after using the Body Interact™ simulator. Method: This is an observational, longitudinal study with pre- and post-intervention, using a quantitative data analysis approach. The study included 30 students regularly enrolled in the eighth semester, in the module “Professional Skills VIII (HP8)” of the medical course. In the demographic profile of the sample, females predominated (56.7%) and ages ranged from 18 to 25 years (66.7%). Only 13.3% of participants had prior contact with the virtual simulator. Data collection, after signing the informed consent form, occurred through questionnaires completed by undergraduates exposed to the Body Interact™ virtual simulator. Results: Based on the total frequency of responses, students showed improvement in knowledge and management of acute respiratory failure, with an increase in the percentage of correct answers ranging from 63.6% in the pre-test to 80% in the post-test, and from 61.2% to 65.2% in the debriefing stage. According to the Satisfaction and Self-confidence Scale, there was high agreement with the statements (above 50%). Conclusion: The use of the simulator significantly increased knowledge, even among those with no previous familiarity with the tool. The improvement in correct responses was significant in two items, with tendencies toward improvement in others. The simulation favored the organization and sequencing of actions, improved clinical reasoning, and enhanced the learning curve. Additionally, students showed greater self-confidence after the experience, confirming, therefore, the need to further study the topic.
Construção de instrumento de avaliação das habilidades comportamentais em simulação realística na graduação em medicina
(Centro Universitário do Estado do Pará, 2019) Andrade, Selma Parente Sousa; Miranda, Ariney Costa de; Pinto, Ana Rachel; http://lattes.cnpq.br/2268370803567328; http://lattes.cnpq.br/0967752058385887; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Caldato, Milena Coelho Fernandes; http://lattes.cnpq.br/9477878606835309; Corrêa, Cláudio Eduardo Teixeira; http://lattes.cnpq.br/7448998858430931; Nunes, Leonardo Mendes Acatauassú; http://lattes.cnpq.br/3512764081076675; Furlaneto, Ismari Perini; http://lattes.cnpq.br/9542085122721945
Introduction: Adequate training of the technical, and non-technical medical students skills is required, especially in a medical emergency situation, since training suitable professionals how to conduct serious cases significantly reduces the occurrence of mistakes and damages to the patient. Real-simulation-based learning allows the trainee to be prepared on how to deal with critical situations before contacting actual patients, particularly during the emergency context. Some non-technical or behavioral skills can be especially hard to be taught and trained. For this reason, the use of specific tools like behavioral checklists or scripts, become relevant to favor this task. It is crucial to mention that such tools should also be linked to the student's reality. However, as such tools are currently unavailable in our teaching institution, we have chosen to build one, based on existing scales in the literature. Objective: The aim of this study was to create a behavioral checklist applied to the realistic simulation environment of the urgency and emergency module from CESUPA medical course. Methods: For this reason, a literature review was carried out on the undergraduate competences and currently validated scales in the health area that addressed the main behavioral skills of the medical professional. From then on, the checklist developed was evaluated by four judges and applied to the students of the boarding school in Emergency and Emergence of CESUPA. The analyzed data was treated using descriptive statistics, expressed as median, interquartile range, percentiles and 95% Confidence Interval. Results: The generated checklists have been filled by a total of 30 students, from which 28 have been selected. Attitudes related to 'communication' skills have been significantly more frequent than those related to 'teamwork'; when students' performance involved 'airways' (p = 0.0195),' polytrauma '(p = 0.0011) and 'acute coronary syndrome' (p = 0.0490). In simulated cases of 'thoracic drainage' the frequency of ‘leadership’ behavior have shown to be significantly higher than those of ‘teamwork’ (p = 0.0022). Conclusion: 1. Communication, leadership and teamwork were considered three essential behavioral skills to be applied in our tool (checklist), in order to aid realistic high fidelity simulation activities at the urgent and emergency internship of CESUPA’s medical school. 2. The checklist built as a product of this work will be used as an auxiliary tool in our scenarios for analysis and behavioral discussion during debriefing and it may also be modified, adapted and improved for posterior use in different activities in our institution. 3. We believe those studied behavioral skills might have their anticipated training in related activities through in diverse contexts in order to provide greater mastery from our students.