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Advisor(s)
Abstract(s)
Introdução: Nos últimos anos, os métodos de aprendizagem ativa têm ganho especial atenção na prática do ensino da Medicina, tendo também Portugal apostado na sua aplicação. Com a criação da Faculdade de Ciências da Saúde da Universidade da Beira Interior, investiu-se numa metodologia que substitui o sistema de ensino “tradicional” por um sistema de ensino integrado, segundo a metodologia de aprendizagem por problemas (problem-based learning). Com o intuito de atuar na vertente prática do ensino pré-graduado, surge o Laboratório de Competências, inserido na Faculdade de Ciências da Saúde, utilizando métodos como, por exemplo, a simulação. Assim, este estudo pretende avaliar o impacto destes métodos na retenção de conhecimentos e no grau de satisfação, a fim de adaptar as metodologias de ensino aos estilos de aprendizagem dos alunos.
Materiais e métodos: Investigação realizada com 17 de 30 alunos voluntários do 3ºano do Mestrado Integrado em Medicina, divididos entre sessões de simulação de alta-fidelidade e discussão de casos clínicos em formato problem-based learning, acerca de sépsis. Foi feita a avaliação da retenção de conhecimentos através de um pré-teste e de um pós-teste (um mês após as sessões) através de um questionário de 10 perguntas e o grau de satisfação por um questionário avaliando 3 domínios (nível de realismo, qualidade de instrução e satisfação geral). A análise estatística foi feita através do software Statistical Package for Social Sciences versão 24.0® e do Microsoft Excel®.
Resultados: Todos os alunos melhoraram as suas classificações no teste de retenção, sendo este aumento significativo para ambas as condições. O aumento das classificações segundo o método problem-based learning foi maior em relação à simulação (41,0 > 35,5, p-value>0,05), portanto os alunos sujeitos a simulação de alta-fidelidade não apresentam uma retenção de conhecimentos superior aos alunos sujeitos a sessões de casos clínicos em formato problem-based learning. Para ambos os métodos, o grau de satisfação foi elevado, contudo a simulação de alta-fidelidade não se mostrou superior comparativamente às sessões de casos clínicos em formato problem-based learning.
Conclusões: A simulação de alta-fidelidade acarreta custos elevados, devido aos vários recursos utilizados, devendo por isso ser utilizada apenas quando as evidências demonstrarem que é superior a outras metodologias e cuja eficácia permite atingir os objetivos de aprendizagem. Para isso, a escolha das metodologias deve ser sustentada em estudos científicos e na experiência dos docentes nelas envolvidos, para que o currículo contemple o estilo de aprendizagem dos alunos.
Introduction: In recent years, active learning methods have gained special attention in the practice of medical education, and Portugal has also focused on its application. With the creation of the Faculty of Health Sciences of University of Beira Interior, research is being carried out on a methodology that replaces the "traditional" teaching system with an integrated teaching system. With the intention of acting in the practical aspect of under-graduate education, the Laboratório de Competências, inserted in the Faculty of Health Sciences, is introduced, using methods such as simulation. Thus, this study intends to evaluate the impact of these methods on the knowledge retention and on the degree of satisfaction, to elaborate a curriculum as suitable as possible. Materials and methods: Research performed with 17 of 30 volunteer students from the 3rd year of medical school, divided between high-fidelity simulation sessions and discussion of clinical cases in problem-based learning format, about sepsis. The evaluation of retention was carried out in two phases - before and one month later - through a questionnaire of 10 questions and the degree of satisfaction by a questionnaire evaluating 3 domains (level of realism, quality of instruction and general satisfaction). Statistical analysis was performed using Statistical Package for Social Sciences software version 24.0® and Microsoft Excel®. Results: All students improved their scores in the retention test, where the improvement was significant for both conditions. The increase in classifications based on the problem-based learning method was higher in relation to the simulation, so students who participated in high fidelity simulation did not have a higher knowledge retention compared to students who participated in clinical case sessions in problem-based learning format. For both methods, the degree of satisfaction was high, so the high-fidelity simulation did not prove superior when compared to clinical case sessions in problem-based learning method format. Conclusions: High-fidelity simulation entails high costs due to the various resources used and should only be used when the evidence shows that it is superior to other methodologies and whose effectiveness allows the attainment of the learning objectives. Thus, the choice of methodologies should be supported by scientific studies and the experience of the teachers involved, so that the curriculum contemplates the students' learning style.
Introduction: In recent years, active learning methods have gained special attention in the practice of medical education, and Portugal has also focused on its application. With the creation of the Faculty of Health Sciences of University of Beira Interior, research is being carried out on a methodology that replaces the "traditional" teaching system with an integrated teaching system. With the intention of acting in the practical aspect of under-graduate education, the Laboratório de Competências, inserted in the Faculty of Health Sciences, is introduced, using methods such as simulation. Thus, this study intends to evaluate the impact of these methods on the knowledge retention and on the degree of satisfaction, to elaborate a curriculum as suitable as possible. Materials and methods: Research performed with 17 of 30 volunteer students from the 3rd year of medical school, divided between high-fidelity simulation sessions and discussion of clinical cases in problem-based learning format, about sepsis. The evaluation of retention was carried out in two phases - before and one month later - through a questionnaire of 10 questions and the degree of satisfaction by a questionnaire evaluating 3 domains (level of realism, quality of instruction and general satisfaction). Statistical analysis was performed using Statistical Package for Social Sciences software version 24.0® and Microsoft Excel®. Results: All students improved their scores in the retention test, where the improvement was significant for both conditions. The increase in classifications based on the problem-based learning method was higher in relation to the simulation, so students who participated in high fidelity simulation did not have a higher knowledge retention compared to students who participated in clinical case sessions in problem-based learning format. For both methods, the degree of satisfaction was high, so the high-fidelity simulation did not prove superior when compared to clinical case sessions in problem-based learning method format. Conclusions: High-fidelity simulation entails high costs due to the various resources used and should only be used when the evidence shows that it is superior to other methodologies and whose effectiveness allows the attainment of the learning objectives. Thus, the choice of methodologies should be supported by scientific studies and the experience of the teachers involved, so that the curriculum contemplates the students' learning style.
Description
Keywords
Educação Médica Pbl Retenção de Conhecimentos Sépsis Simulação de Alta-Fidelidade