Análise da utilização do simulador Body Interact™ no processo de aprendizagem no curso de medicina do CESUPA

Abstract

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.