Realistic simulation as a teaching strategy in medical undergraduation: A systematic review

• Autor(a) principal: Sousa, Paula Dourado
• Data de Publicação: 2022
• Outros Autores: Gazineu, Tiago Ramos, Filho, Ricardo Luiz Luzardo, Avena, Katia de Miranda, Quintanilha, Luiz Fernando
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Scientia Medica (Porto Alegre. Online)
• Texto Completo: https://revistaseletronicas.pucrs.br/scientiamedica/article/view/42717
• topic: simulation training; patient simulation; students medical education; medical undergraduate; treinamento por simulação; simulação de paciente; estudantes de medicina; educação de graduação em medicina

Aims: to evaluate the effectiveness of realistic simulation (RS) in medical graduation based on the knowledge acquired and on the improvement of clinical performance, and to analyze the students’ perception regarding the applicability of the method as a teaching tool. Methods: a systematic review of scientific articles was carried out in the PubMed, Lilacs and SciELO databases, in English and Portuguese, published from 2015 to 2020, using the following search strategy: (simulation training OR simulation patient) AND (students medical AND education, medical, undergraduate). Results: of 261 identified, only seven met the inclusion and exclusion criteria (57.2% with a low or moderate level of scientific quality). All of them demonstrated that RS promotes positive changes in the students’ academic construction process, contributing to the development of essential skills and competences for medical education. In addition, there was a majority positive perception of students regarding the use of RS as a teaching method during medical training. Conclusion: there was evidence of the effectiveness of RS in learning and favorable perception of medical students regarding its use. However, the challenges related to its implementation and execution, as well as the limited number of articles of high methodological rigor, limit the unequivocal inference of its effectiveness in medical education.