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A simulação realística na formação médica : revisão sistemática
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A Simulação é considerada um excelente instrumento na formação médica, possibilitando o contacto com situações realísticas e potencializando a autonomia, trabalho em equipa, manejo de novas tecnologias e a segurança dos doentes. Enquanto ferramenta de ensino, a simulação é um método prático, baseado em problemas, em que o instrutor conduz a aprendizagem dos praticantes, desta forma, com um papel mais ativo. O objetivo deste trabalho é estabelecer a importância do uso de simuladores na formação académica, essenciais na aprendizagem. Pretende-se definir as circunstâncias da sua utilização, considerando o processo de ensino e a etapa da formação em que o utilizador se encontra, as caraterísticas de cada instrumento e como avaliar aptidões e conhecimentos objetivamente. Foi feita uma pesquisa bibliográfica com posterior leitura e análise das fontes encontradas. Os estudos foram organizados por temáticas e os seus resultados colhidos e comparados. Procedeu-se também à avaliação dos mesmos de acordo com as escalas Delphi, PRISMA e GRADE. Verificou-se que os especialistas tiveram melhores resultados (12%), mas os menos experientes tiveram maiores melhorias. Estes resultados são inconsistentes, com heterogeneidade de 30%, podendo este dado contribuir para que não sejam estatisticamente significantes. Os temas abordados incluem a avaliação de escalas e de instrumentos. A média do score nas escalas Delphi e PRISMA foi de 3,67 em 9 e de 13,97 em 27, respetivamente. Todavia, a maioria dos estudos parece ser forte a favor da recomendação do uso de simuladores segundo a escala GRADE. Conclui-se que os simuladores e escalas de avaliação parecem ser indicados para formação médica, tanto de alunos (que parecem tomar maior proveito dos mesmos) como de especialistas, que também apresentam melhorias. Apesar de oferecerem prática nas várias áreas da atuação médica, são necessários estudos que investiguem a transferência destas aptidões para um contexto real, complementando o ensino tradicional.
Simulation is considered an excellent tool in medical education, enabling experiences with realistic situations, and enhancing autonomy, teamwork, handling new technologies and patient safety. As a teaching tool, it is a practical method, based on problems, where the instructor guides the participant, who have a more active role in their own learning experience. The objective of this project is to establish the importance of simulators in medical education, which are essential in learning. It is aiming to define the circumstances of their usage, considering the teaching process and the stage of education in which participants are in, the tool’s features and how to objectively evaluate skills and knowledge. A research was conducted, followed with reading and analysis of the articles found. The studies were organized according to their themes and their results collected and compared. Every article was the evaluated according to the Delphi, PRISMA and GRADE scales. Specialists had better results overall (12% higher), but the less experienced participants had bigger improvements. These results are inconsistent, though, with heterogeneity of 30%, which can translate as non-statistically significant results. The addressed themes include the evaluation of scales and tools. The mean score of the Delphi and PRISMA scales was 3,67 out of 9 and 13,97 out of 27, respectively. However, most studies seem to be strongly recommended, according to the GRADE scale. Concluding, both simulators and evaluation scales seem to be indicated for use in medical education for students (who appear to better take advantage of them) and specialists, who also showed improvement while using these tools. Even though these offer practice in many professional environments, more studies are necessary to investigate skill transference to a real context to support the previous traditional methods.
Simulation is considered an excellent tool in medical education, enabling experiences with realistic situations, and enhancing autonomy, teamwork, handling new technologies and patient safety. As a teaching tool, it is a practical method, based on problems, where the instructor guides the participant, who have a more active role in their own learning experience. The objective of this project is to establish the importance of simulators in medical education, which are essential in learning. It is aiming to define the circumstances of their usage, considering the teaching process and the stage of education in which participants are in, the tool’s features and how to objectively evaluate skills and knowledge. A research was conducted, followed with reading and analysis of the articles found. The studies were organized according to their themes and their results collected and compared. Every article was the evaluated according to the Delphi, PRISMA and GRADE scales. Specialists had better results overall (12% higher), but the less experienced participants had bigger improvements. These results are inconsistent, though, with heterogeneity of 30%, which can translate as non-statistically significant results. The addressed themes include the evaluation of scales and tools. The mean score of the Delphi and PRISMA scales was 3,67 out of 9 and 13,97 out of 27, respectively. However, most studies seem to be strongly recommended, according to the GRADE scale. Concluding, both simulators and evaluation scales seem to be indicated for use in medical education for students (who appear to better take advantage of them) and specialists, who also showed improvement while using these tools. Even though these offer practice in many professional environments, more studies are necessary to investigate skill transference to a real context to support the previous traditional methods.
Descrição
Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2021
Palavras-chave
Simuladores educacionais Usabilidade Robótica Simulação realística Aprendizagem