Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.

Detalhes bibliográficos
Autor(a) principal: Tallo, Fernando Sabia [UNIFESP]
Data de Publicação: 2018
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UNIFESP
Texto Completo: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=6620776
https://repositorio.unifesp.br/handle/11600/52430
Resumo: Introduction: Mechanical ventilation is an intervention of high morbidity and mortality, high cost and complexity, required in many hospital departments with physicians who are not specialists in its practice. There are few studies about mechanical ventilation teaching strategies and their impact on the competence acquisition for training physicians, or even for those who work in the emergency room. Objective: To evaluate the knowledge acquired on mechanical ventilation, and its retention in students of the last year of medical school, comparing three teaching methods. Methods: This is a multicenter controlled randomized trial with 334 sixthyear medical students, which assessed three teaching strategies: realistic simulation, casebased learning, and online tutorial method. The students were randomly assigned to three training groups: Simulation, Case, Tutorial, and a control. Afterwards, all the groups were evaluated by a validated questionnaire; after a 6month followup, knowledge retention was evaluated through the same questionnaire. Results: Of the total, 73.29% of the students were below 25% of the instrument knowledge score, and 83.3% declared they did not have any training in mechanical ventilation in their undergraduate curriculum. There was no difference in the pretest scores among the study groups. The posttest score was (15.13) in the Simulation Group, (14,62) in the Case Group, (3.57) in the Control Group, and (5.99) in the Tutorial Group. There were no statistically significant differences in postknowledge acquisition between the Simulationbased (95% CI 3.755.29) and Casebased Groups (95% CI 3.915.64). In the comparison of knowledge retention, the Simulation Group obtained (4.48, 95% CI, 3.775.33), and the Case Group (3,37; 95% CI 2.804.07, p<0.001) in relation to the pretest. Students who had ventilation courses at their undergraduate level had increases of 46% (95% CI 19% 52%) in the knowledge scores when compared to those who did not. Conclusion: The level of knowledge in mechanical ventilation among medical students evaluated by the questionnaire was low, and influenced by the presence of training programs in the undergraduate curriculum. The Casebased and Simulationbased groups did not show any difference in knowledge acquisition evaluated by the questionnaire; however, the simulation group showed higher retention.
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spelling Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.Comparison of three methods of education in mechanical ventilation in the emergency for students of medicine of the last year graduation.Education medicalArtificial respirationSimulation trainingEducação médicaRespiração artificialTreinamento por simulaçãoIntroduction: Mechanical ventilation is an intervention of high morbidity and mortality, high cost and complexity, required in many hospital departments with physicians who are not specialists in its practice. There are few studies about mechanical ventilation teaching strategies and their impact on the competence acquisition for training physicians, or even for those who work in the emergency room. Objective: To evaluate the knowledge acquired on mechanical ventilation, and its retention in students of the last year of medical school, comparing three teaching methods. Methods: This is a multicenter controlled randomized trial with 334 sixthyear medical students, which assessed three teaching strategies: realistic simulation, casebased learning, and online tutorial method. The students were randomly assigned to three training groups: Simulation, Case, Tutorial, and a control. Afterwards, all the groups were evaluated by a validated questionnaire; after a 6month followup, knowledge retention was evaluated through the same questionnaire. Results: Of the total, 73.29% of the students were below 25% of the instrument knowledge score, and 83.3% declared they did not have any training in mechanical ventilation in their undergraduate curriculum. There was no difference in the pretest scores among the study groups. The posttest score was (15.13) in the Simulation Group, (14,62) in the Case Group, (3.57) in the Control Group, and (5.99) in the Tutorial Group. There were no statistically significant differences in postknowledge acquisition between the Simulationbased (95% CI 3.755.29) and Casebased Groups (95% CI 3.915.64). In the comparison of knowledge retention, the Simulation Group obtained (4.48, 95% CI, 3.775.33), and the Case Group (3,37; 95% CI 2.804.07, p<0.001) in relation to the pretest. Students who had ventilation courses at their undergraduate level had increases of 46% (95% CI 19% 52%) in the knowledge scores when compared to those who did not. Conclusion: The level of knowledge in mechanical ventilation among medical students evaluated by the questionnaire was low, and influenced by the presence of training programs in the undergraduate curriculum. The Casebased and Simulationbased groups did not show any difference in knowledge acquisition evaluated by the questionnaire; however, the simulation group showed higher retention.Introdução: A ventilação mecânica é uma intervenção de elevada morbimortalidade, alto custo e complexidade, exigida em muitos setores do hospital com médicos não especialistas em sua prática. Existem poucos estudos sobre as estratégias de ensino da ventilação mecânica e seu impacto na aquisição de competência para médicos em treinamento, ou mesmo para aqueles que trabalham na emergência. Objetivo: Avaliar o conhecimento adquirido em ventilação mecânica e sua retenção em alunos do último ano da graduação médica, comparando três métodos de ensino. Métodos: Tratase de ensaio randomizado controlado multicêntrico com 334 alunos de medicina do sexto ano, que avaliou três estratégias de ensino: simulação realística, aprendizado baseado em caso clínico e método tutorial online. Os alunos foram aleatoriamente dispostos em três grupos de treinamento: Simulação, Caso, Tutorial, e um controle. Depois, todos os grupos foram avaliados por um questionário validado e após seguimento de 6 meses foi avaliada a retenção de conhecimento através do mesmo questionário. Resultados: Do total, 73,29% dos alunos ficaram abaixo de 25% do escore de conhecimento do instrumento e 83,3% declararam não ter em seu currículo da graduação, educação em ventilação mecânica. Não houve diferença entre escores préteste entre os grupos do estudo. O escore de pósteste foi de (15,13) no Grupo Simulação, (14,62) no Grupo Caso, (3,57) no Grupo controle e (5,99) no Grupo Tutorial. Não houve diferenças estatisticamente significativas na aquisição de conhecimento pósteste entre os Grupos Simulação (IC95% 3,755,29) e Caso (IC95% 3,915,64). Na comparação da retenção de conhecimento, o Grupo Simulação obteve (4,48; IC95% 3,775,33) e o Grupo Caso (3,37; IC 95% 2,804,07, p<0,001) em relação ao préteste. Os alunos que tiveram curso de ventilação em sua graduação obtiveram incrementos de 46% (IC95% 19%52%) nos escores de conhecimento quando comparados aos que não tiveram. Conclusão: O nível de conhecimento em ventilação mecânica entre alunos de medicina avaliado pelo questionário foi baixo e influenciado pela presença de programas de treinamento na graduação. Os grupos Caso e Simulação não mostraram diferença em aquisição de conhecimento avaliado pelo questionário, porém, o Grupo simulação obteve superioridade estatística na avaliação da retenção do conhecimento.Dados abertos - Sucupira - Teses e dissertações (2018)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Universidade Federal de São Paulo (UNIFESP)Abib, Simone de Campos Vieira [UNIFESP]http://lattes.cnpq.br/8888528358909647http://lattes.cnpq.br/4980451031548026Universidade Federal de São Paulo (UNIFESP)Tallo, Fernando Sabia [UNIFESP]2020-03-25T11:43:52Z2020-03-25T11:43:52Z2018-12-20info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersion75 f.application/pdfhttps://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=66207762018-0371.pdfhttps://repositorio.unifesp.br/handle/11600/52430porSão Pauloinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2024-08-10T11:08:33Zoai:repositorio.unifesp.br/:11600/52430Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652024-08-10T11:08:33Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false
dc.title.none.fl_str_mv Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.
Comparison of three methods of education in mechanical ventilation in the emergency for students of medicine of the last year graduation.
title Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.
spellingShingle Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.
Tallo, Fernando Sabia [UNIFESP]
Education medical
Artificial respiration
Simulation training
Educação médica
Respiração artificial
Treinamento por simulação
title_short Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.
title_full Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.
title_fullStr Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.
title_full_unstemmed Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.
title_sort Comparação de três métodos de ensino em ventilação mecânica na emergência para alunos de medicina do último ano de graduação.
author Tallo, Fernando Sabia [UNIFESP]
author_facet Tallo, Fernando Sabia [UNIFESP]
author_role author
dc.contributor.none.fl_str_mv Abib, Simone de Campos Vieira [UNIFESP]
http://lattes.cnpq.br/8888528358909647
http://lattes.cnpq.br/4980451031548026
Universidade Federal de São Paulo (UNIFESP)
dc.contributor.author.fl_str_mv Tallo, Fernando Sabia [UNIFESP]
dc.subject.por.fl_str_mv Education medical
Artificial respiration
Simulation training
Educação médica
Respiração artificial
Treinamento por simulação
topic Education medical
Artificial respiration
Simulation training
Educação médica
Respiração artificial
Treinamento por simulação
description Introduction: Mechanical ventilation is an intervention of high morbidity and mortality, high cost and complexity, required in many hospital departments with physicians who are not specialists in its practice. There are few studies about mechanical ventilation teaching strategies and their impact on the competence acquisition for training physicians, or even for those who work in the emergency room. Objective: To evaluate the knowledge acquired on mechanical ventilation, and its retention in students of the last year of medical school, comparing three teaching methods. Methods: This is a multicenter controlled randomized trial with 334 sixthyear medical students, which assessed three teaching strategies: realistic simulation, casebased learning, and online tutorial method. The students were randomly assigned to three training groups: Simulation, Case, Tutorial, and a control. Afterwards, all the groups were evaluated by a validated questionnaire; after a 6month followup, knowledge retention was evaluated through the same questionnaire. Results: Of the total, 73.29% of the students were below 25% of the instrument knowledge score, and 83.3% declared they did not have any training in mechanical ventilation in their undergraduate curriculum. There was no difference in the pretest scores among the study groups. The posttest score was (15.13) in the Simulation Group, (14,62) in the Case Group, (3.57) in the Control Group, and (5.99) in the Tutorial Group. There were no statistically significant differences in postknowledge acquisition between the Simulationbased (95% CI 3.755.29) and Casebased Groups (95% CI 3.915.64). In the comparison of knowledge retention, the Simulation Group obtained (4.48, 95% CI, 3.775.33), and the Case Group (3,37; 95% CI 2.804.07, p<0.001) in relation to the pretest. Students who had ventilation courses at their undergraduate level had increases of 46% (95% CI 19% 52%) in the knowledge scores when compared to those who did not. Conclusion: The level of knowledge in mechanical ventilation among medical students evaluated by the questionnaire was low, and influenced by the presence of training programs in the undergraduate curriculum. The Casebased and Simulationbased groups did not show any difference in knowledge acquisition evaluated by the questionnaire; however, the simulation group showed higher retention.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-20
2020-03-25T11:43:52Z
2020-03-25T11:43:52Z
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format doctoralThesis
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2018-0371.pdf
https://repositorio.unifesp.br/handle/11600/52430
url https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=6620776
https://repositorio.unifesp.br/handle/11600/52430
identifier_str_mv 2018-0371.pdf
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 75 f.
application/pdf
dc.coverage.none.fl_str_mv São Paulo
dc.publisher.none.fl_str_mv Universidade Federal de São Paulo (UNIFESP)
publisher.none.fl_str_mv Universidade Federal de São Paulo (UNIFESP)
dc.source.none.fl_str_mv reponame:Repositório Institucional da UNIFESP
instname:Universidade Federal de São Paulo (UNIFESP)
instacron:UNIFESP
instname_str Universidade Federal de São Paulo (UNIFESP)
instacron_str UNIFESP
institution UNIFESP
reponame_str Repositório Institucional da UNIFESP
collection Repositório Institucional da UNIFESP
repository.name.fl_str_mv Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)
repository.mail.fl_str_mv biblioteca.csp@unifesp.br
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