Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Butafava, Egly Priscila de Almeida
 |
| Orientador(a): |
Oliveira, Raquel Aparecida de
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde
|
| Departamento: |
Faculdade de Ciências Médicas e da Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24725
|
Resumo: |
The educational learning process is a constant cycle and it is always changing. The tools used to improve it are diverse and required in the National Curriculum Guidelines. Realistic simulation (SR), an active methodology tool, aims to recreate the real practice environment, in a controlled situation, which allows the student to make mistakes before contacting the real patient. Even so, the learning environment is challenging and scales emerge to measure how significant learning is. Considering this magnitude, can the perpetuation of knowledge among students from different semesters in SR be beneficial? Objectives: Demonstrate the applicability of RS in the educational context among medical students; Compare the satisfaction and self-confidence indices in relation to RS, specifically in CPR (Cardiopulmonary Resuscitation), before and after the learning intervention; Analyze the learning process among medical students from different semesters through the post-implementation questionnaire. Methodology: Quasi-experimental study, carried out in a private institution, with 86 medical students. Data collection was divided into three stages, the first being an explanation of the study; the second a scenario practice and the third about perpetuating knowledge to other students. Two questionnaires and the Student Satisfaction and Self-Confidence in Learning Scale were used, with relative and absolute frequencies calculated, Cronbach's alpha and the non-parametric MannWhitney test to compare the steps. Results: Cronbach's alpha was considered high. The non-parametric test showed 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 through the simulation; I am confident that I have mastered the content of the simulation activity my teacher introduced me to and I know how to use simulation activities to learn skills. Regarding the perpetuation of learning, its fixation and its relevance in the training, the students were unanimous in agreeing. 6% still did not consider themselves fit for CPR care |
