Uso de modelagem computacional, gamificação e PBL no processo de ensino e aprendizagem do protocolo de classificação de risco do sistema Manchester

• Autor(a) principal: Pontes, Alessandra Nascimento
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/3559
• topic: Modelagem computacional; Gamificação; Aprendizagem baseada em problemas; Jogos interativos; Sistema Manchester (Protocolo); Computational modeling; Gamification; Problem-based learning; Interactive Games; Manchester System (Protocol); CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO

In Brazil, the emergency and emergency area is considered by the Ministry of Health (MS) an important component of health care. In recent years, we have seen a considerable increase in the demand for emergency and emergency services, mainly due to the population growth and the increase in the number of accidents. Since 2007 the Ministry of Health has adopted the Manchester system as the standard protocol for risk classification and clinical priority throughout the national emergency and emergency system, be it public or private. Thus, the use of computational facilitators to learn the Manchester risk classification system consists of two parts: Computational modeling of the Manchester system in a dynamic model; and use of problem-based learning PBL and gamification to favor learning the system of risk classification. The dynamic model allows simulation as a means of visualizing the steps of the protocol operation, highlighting the key criteria that justify the classification. In addition to using the Petri Net, a modeling technique that allows the representation of systems, using as a foundation a strong mathematical base. The guiding objective was to produce a game as a scenario of the Manchester Protocol Risk Classification for professionals responsible for screening (doctors and nurses), offering a rating experience as close to reality as possible. It is also known that today, access to information is much easier, and the use of the language of games to promote learning makes the teaching method more playful and fun. It is concluded that, despite the importance of this protocol, through a review of the literature and a semi-structured research, the current research found that the protocol is not yet approached adequately in the nursing and medical training curriculum, delegating such knowledge of the practical experience of compulsory traineeships or the beginning of working life.