Uso da simulação realística de alta fidelidade no ensino em fisioterapia: um ensaio clínico randomizado
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Tipo
Artigo
Classficação
Nível metodológico
Data
2022
Título do Períodico
Revista de Estudos e Pesquisas sobre Ensino Tecnológico
ISSN
2446-774X
Página(s)/e-location
e174022
Idioma(s)
pt
Fonte
Fonte
Manaus, AM
8
1
8
1
Coleções
Resumo
A simulação realística de alta fidelidade (SRAF) desempenha um papel importante na educação das profissões na área da saúde. Na Fisioterapia essas atividades têm sido acrescidas nos currículos de Fisioterapia nos Estados Unidos e na Europa, todavia, seu uso no Brasil ainda é incipiente. O objetivo foi comparar a efetividade da simulação realística de alta fidelidade ao modelo tradicional no ensino de Fisioterapia. Tratou-se de ensaio clínico randomizado envolvendo grupo experimental que recebeu uma aula de duas horas com o emprego da simulação realística de alta fidelidade com um paciente adulto de terapia intensiva versus grupo controle que recebeu aula expositiva-dialogada no modelo tradicional. Os desfechos avaliados foram o desempenho acadêmico e a satisfação dos acadêmicos avaliados por pré-teste e pós-teste. Foram investigados 66 indivíduos pela elegibilidade e todos foram aleatoriamente alocados em grupo intervenção GI (n=33) e grupo controle GC (n=28). Cinco indivíduos desistiram da intervenção controle. Alto grau de satisfação foi encontrado após o uso da SRAF com pontuação média de 19,6±0,9 (98%). Não foram encontradas diferenças estatisticamente significativas intra ou entre os grupos para o desfecho de desempenho acadêmico p≥0,05. A SRAF foi bem recebida pelos alunos gerando um alto grau de satisfação pelo seu emprego e não houve diferenças estatisticamente significativas quando comparada às metodologias de ensino para o desfecho de desempenho acadêmico
Realistic high-fidelity simulation (RHFS) plays an important role in the education of health professions. In Physiotherapy these activities have been added to the physiotherapy curricula in the United States and Europe, however, their use in Brazil is still incipient. The objective was to compare the effectiveness of realistic high-fidelity simulation with the traditional model in the teaching of Physiotherapy. A randomized controlled trial involving an experimental group that received a two-hour lesson using realistic high-fidelity simulation with an adult intensive care patient versus a control group that received expository-dialog classes in the traditional model were used. The outcomes assessed were academic performance and satisfaction of students assessed by pre-test and post-test. Were investigated sixty-six individuals for eligibility and were randomly allocated to the GI intervention group (n = 33) and the CG control group (n = 28). Five individuals withdrew from the control intervention. A high degree of satisfaction was found after using the RHFS with an average score of 19.6 ± 0.9 (98%). No statistically significant differences were found within or between groups for the outcome of academic performance p≥0.05. RHFS was well received by students, generating a high degree of satisfaction with their job and there were no statistically significant differences when compared to teaching methodologies for the outcome of academic performance.
Realistic high-fidelity simulation (RHFS) plays an important role in the education of health professions. In Physiotherapy these activities have been added to the physiotherapy curricula in the United States and Europe, however, their use in Brazil is still incipient. The objective was to compare the effectiveness of realistic high-fidelity simulation with the traditional model in the teaching of Physiotherapy. A randomized controlled trial involving an experimental group that received a two-hour lesson using realistic high-fidelity simulation with an adult intensive care patient versus a control group that received expository-dialog classes in the traditional model were used. The outcomes assessed were academic performance and satisfaction of students assessed by pre-test and post-test. Were investigated sixty-six individuals for eligibility and were randomly allocated to the GI intervention group (n = 33) and the CG control group (n = 28). Five individuals withdrew from the control intervention. A high degree of satisfaction was found after using the RHFS with an average score of 19.6 ± 0.9 (98%). No statistically significant differences were found within or between groups for the outcome of academic performance p≥0.05. RHFS was well received by students, generating a high degree of satisfaction with their job and there were no statistically significant differences when compared to teaching methodologies for the outcome of academic performance.
Descrição
Palavras-chave
Processo de ensino e aprendizagem, Fisioterapia, Robótica pedagógica., Teaching and learning process, Physiotherapy, Pedagogical robotics.
Citação
TAGLIETTI, Marcelo ; ZILLY, Adriana ; BOSCARIOLI, Clodis. Uso da simulação realística de alta fidelidade no ensino em fisioterapia: um ensaio clínico randomizado. Revista de Estudos e Pesquisas sobre Ensino Tecnológico, Manaus, AM, v. 8, n. 1, p. e174022. 2022. https://doi.org/10.31417/educitec.v8.1740. Disponível em: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1740. Acesso em: 2024-02-28