Assessment of cognitive knowledge associated with debriefing in realistic simulation
DOI:
https://doi.org/10.33448/rsd-v11i3.26583Keywords:
Realistic simulation; Debriefing; Medical students; Cognition.Abstract
The development of competences by students is closely linked to the use of new teaching modalities, a factor that arouses more interest on the part of students. In this sense, Realistic Simulation (SR) emerges as a form of active methodology that stimulates the teaching-learning process. In this perspective, this study seeks to answer the following research question: what are the ways to assess the cognitive knowledge of medical students during a debriefing in a realistic simulation? With the objective of evaluating the cognitive knowledge of medical students associated with a debriefing in realistic simulation, seeking to highlight the topic addressed. This is a descriptive study with a quantitative approach carried out at the Simulation Center (CSIM) of Centro Universitário Tiradentes-UNIT / AL, located at Hospital Veredas, equipped with high-fidelity mannequins (adult, pregnant and child) for realistic simulation. The Debriefing Assessment Scale associated with Simulation (EADaS) was used as a data collection instrument and 99 students participated in this study, 61 (61.6%) female and 38 (38.4%) male, in the scenarios and Emergency, Obstetrics and Pediatrics. With regard to cognitive aspects, we highlight the structuring of thinking, related to learning, focus on the most important aspects of the simulated experience, deepening of specific knowledge related to simulation and the ability to identify what should be improved in future situations of simulation. The debriefing proved to be an assessment methodology capable of stimulating the development of skills and abilities necessary for the professional practice of medicine.
References
Almeida, R. G. d. S., Mazzo, A., Martins, J. C. A., Coutinho, V. R. D., Jorge, B. M., & Mendes, I. A. C. (2016). Validação para a língua portuguesa da Debriefi ng Experience Scale. Revista Brasileira de Enfermagem, 69(4), 705–711. https://doi.org/10.1590/0034-7167.2016690413i
Boterf, G. L. (2003). Desenvolvendo a competência dos profissionais (3a ed.). Penso.
Brandão, C. S., Collares, C. F., & Marin, H. F. (2014). A simulação realística como ferramenta educacional para estudantes de medicina. Scientia Medica, 24(2), 187. https://doi.org/10.15448/1980-6108.2014.2.16189
Costa, R. R. d. O., Medeiros, S. M. d., Coutinho, V. R. D., Veríssimo, C. M. F., Silva, M. M. M. d., & Lucena, E. E. d. S. (2020). Simulação clínica no desempenho cognitivo, satisfação e autoconfiança na aprendizagem: Estudo quase-experimental. Acta Paulista de Enfermagem, 33. https://doi.org/10.37689/acta-ape/2020ao01236
Coutinho, V. R. D., Martins, J. C. A., & Pereira, M. d. F. C. R. (2014). Construção e validação da escala de avaliação do debriefing associado à simulação (EADaS). Revista de Enfermagem Referência, 4(2), 41–50. https://doi.org/10.12707/riii1392
Esperón, J. M. T. (2017). Quantitative research in nursing science. Escola Anna Nery - Revista de Enfermagem, 21(1). https://doi.org/10.5935/1414-8145.20170027
Ferreira, R. P. N., Guedes, H. M., Oliveira, D. W. D., & Miranda, J. L. d. (2018). Simulação realística como método de ensino no aprendizado de estudantes da área da saúde. Revista De Enfermagem Do Centro-Oeste Mineiro, 8. https://doi.org/10.19175/recom.v8i0.2508
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2a ed.). Prentice-Hall.
Leigh, G. T. (2008). High-Fidelity patient simulation and nursing students' self-efficacy: A review of the literature. International Journal of Nursing Education Scholarship, 5(1), 1–17. https://doi.org/10.2202/1548-923x.1613
Lovato, F. L., Michelotti, A., & Da Silva Loreto, E. L. (2018). Metodologias ativas de aprendizagem: Uma breve revisão. Acta Scientiae, 20(2). https://doi.org/10.17648/acta.scientiae.v20iss2id3690
Marcomini, E. K., Martins, E. S., Lopes, N. V., Paula, N. V. K. d., & Liberati, B. A. d. S. (2017). Influência da simulação realística no ensino e aprendizado da enfermagem. Varia Scientia, 3(2), 1–8. https://doi.org/10.48075/vscs.v3i2.17687
Mazzo, A., Franzon, J. C., Meska, M. H. G., Machado, G. C. C., Coutinho, V. R. D., & Pereira Junior, G. A. (2019). Implications on the use of sound and image in debriefing assessment. Reme Revista Mineira de Enfermagem, 23. https://doi.org/10.5935/1415-2762.20190007
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63–7. https://doi.org/10.1097/00001888-199009000-00045
Omer, T. (2016). Nursing students’ perceptions of satisfaction and self-confidence with clinical simulation experience. Journal of Education and Practice, 7(5), 131–138.
Pedroso, J. d. S., Silva, K. S. d., & Santos, L. P. d. (2017). Pesquisa descritiva e pesquisa prescritiva. Jicex, 9(9).
Resolução n. 3, de 20 de junho de 2014 (2014). Institui Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina e dá outras providências. Diário Oficial da União. Brasília, DF: Ministério da Educação.
Rodrigues, F. L., Moura, L. M. d., Boeckmann, L. M. M., Melo, M. C., França, F. C. d. V., & SantAna, G. S. (2020). Avaliação do processo ensino e aprendizagem no ambiente de simulação realística na graduação em enfermagem. Enfermagem em Foco, 10(6). https://doi.org/10.21675/2357-707x.2019.v10.n6.2782
Vaccari, A., Farias, G. F., & Porto, D. S. (2020). Implementation of a lesson plan model in the nursing laboratory: Strengthening learning. Revista Gaúcha de Enfermagem, 41. https://doi.org/10.1590/1983-1447.2020.20190174
Valadares, A. F. M., & Magro, M. C. d. S. (2014). Opinião dos estudantes de enfermagem sobre a simulação realística e o estágio curricular em cenário hospitalar. Acta Paulista de Enfermagem, 27(2), 138–143. https://doi.org/10.1590/19820194201400025
Waterkemper, R., & Prado, M. L. d. (2011). Estratégias de ensino-aprendizagem em cursos de graduação em Enfermagem. Avances en Enfermería, 29(2), 234–246.
Ypinazar, V., & Margolis, S. (2006). Clinical simulators: Applications and implications for rural medical education. Rural and Remote Health. https://doi.org/10.22605/rrh527
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Luciana de Melo Mota; Ayra Lisiane Ferreira dos Santos; Rozangela Maria de Almeida Fernandes Wyszomirska
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
