Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Mello, Ana Silvia Ferranti Veiga de
 |
| Orientador(a): |
Moraes, Suzana Guimarães |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde
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| Departamento: |
Faculdade de Ciências Médicas e da Saúde
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21882
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Resumo: |
Introduction: Realistic simulation, as an active methodology, is in full development and seeks to meet the moment demands. Obstetric scenarios were explored using realistic simulation aiming to ensure the patients safety, to provide the experience of unexpected obstetric emergencies and encouraging the humanization of delivery and birth care. Objectives: To analyze whether realistic simulation in obstetrics can improve students' performance in cognition, attitudes and medical skills in the labor diagnosis and to understand these students expectation against the use of realistic simulation as a learning facilitator. Methods: An extension course was carried out for 28 10th period students from the Centro Universitário de Votuporanga – UNIFEV, divided in two groups of 14 students (one submettid to a realistic simulation and the other not) in which the knowledge, attitudes and medical skills were evaluated through pre and post-test indicators and the application of the Minicex instrument, besides students' perception indicators of the presented methodology. Results: Comparing the cognitive gain between the groups with and without realistic simulation, it is possible to perceive that there was no statistical significance among them, a result also found when comparing the two groups. There was a greater homogeneity of the pre-test grades of the group with realistic simulation. In the submitted to realistic simulation group there was no statistical difference between the means in the low, medium and high complexity scenarios, but there was a greater mean homogeneity in all the Minicex requirements. Students' satisfaction with realistic simulation was observed and only a single assertion was not validated, what can indicate agreement or misinterpretation. Dimension attitudinal profiles and assertion are in the comfort zone, requiring no changes. Conclusion: Comparing the cognitive gain between the groups (with and without realistic simulation) it is possible to observe that there was no statistical significance among them, however, a high degree of student satisfaction was evidenced by the realistic simulation in all the explored dimensions |
