Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNIFENAS |
Texto Completo: | http://tede2.unifenas.br:8080/jspui/handle/jspui/293 |
Resumo: | Introduction: Studies on the teaching of electrocardiography (ECG) have demonstratd failures of several educational strategies related to diagnostic competence for interpretation. It is a low-cost exam and important for detection of cardiac arrhythmias and other pathological alterations. If used correctly this exam can save lives. Objectives: To compare the effect of two ECG teaching methodologies (instructional prompts and self-directed study) on the diagnostic competence of supraventricular arrhythmias among medical students. Materials and Methods: Experimental study in three phases: Initial Evaluation (Phase 1), Training (Phase 2) and Late Evaluation (Phase 3). The sample consisted of 24 undergraduate medical students from the 5th semester in the Faculty of Medicine at the UNIFENAS-BH. During the first phase, the students were gathered in a room, answered to a sociodemographic questionnaire and a self-assessment questionnaire of prior knowledge about the arrhythmias that would be part of the study. After, they were invited to provide the diagnosis of the ECG of 11 tracings. Later, an expository lecture on the electrocardiographic analysis of the cardiac rhythms that would be part of the study (sinus, atrial fibrillation, atrial tachycardia and atrial flutter) was performed. Finally, the students were randomly divided into 2 groups (Group 1 and 2). In Phase 2, Group 1 was guided to report the ECG of the 11 rhythms presented in the expository class through the self-directed study, and Group 2 to report the same rhythms guided by instructional prompts. In Phase 3, all students provided diagnoses of the ECG rhythms for a new group of 11 routes. The primary outcome was the diagnostic accuracy of cardiac rhythms in each phase. Results: Analysis of the 24 students' results showed that the instructional prompt strategy was statistically superior in Phase 3 on the average of the students' scores when providing the rhythm diagnoses (p = 0.034, d.p. 1.1). The grades by groups in the 3 phases presented the following averages: Group 1 (Phase 1 = 3.3 ± 2.7; Phase 2 = 5.3 ± 2.3; Phase 3 = 4.9 ± 2.0) and Group 2 (Phase 1 = 2.2 ± 1.9; Phase 2 = 6.8 ± 2.2: Phase 3 = 6.7 ± 1.1). Conclusions: The use of instructional prompts as a teaching strategy for cardiac rhythm analysis improved the diagnostic accuracy of undergraduate medical students for the arrhythmias studied. This is an easy-to-use strategy that can be considered for teaching heart rhythm disorders |
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Peixoto, José Maria49104292634http://lattes.cnpq.br/5863458866759154Moura, Alexandre00199217645http://lattes.cnpq.br/9237452333174548Oliveira, Manoel Domingos de Carvalho36992933604http://lattes.cnpq.br/621924740221766908687737785http://lattes.cnpq.br/6741010748773458Mello, Ricardo Negri Bandeira de2021-08-16T12:24:22Z2019-08-08Mello, Ricardo Negri Bandeira de. Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina. 2019. 105f. Dissertação (Programa de Mestrado em Ensino em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2019.http://tede2.unifenas.br:8080/jspui/handle/jspui/293Introduction: Studies on the teaching of electrocardiography (ECG) have demonstratd failures of several educational strategies related to diagnostic competence for interpretation. It is a low-cost exam and important for detection of cardiac arrhythmias and other pathological alterations. If used correctly this exam can save lives. Objectives: To compare the effect of two ECG teaching methodologies (instructional prompts and self-directed study) on the diagnostic competence of supraventricular arrhythmias among medical students. Materials and Methods: Experimental study in three phases: Initial Evaluation (Phase 1), Training (Phase 2) and Late Evaluation (Phase 3). The sample consisted of 24 undergraduate medical students from the 5th semester in the Faculty of Medicine at the UNIFENAS-BH. During the first phase, the students were gathered in a room, answered to a sociodemographic questionnaire and a self-assessment questionnaire of prior knowledge about the arrhythmias that would be part of the study. After, they were invited to provide the diagnosis of the ECG of 11 tracings. Later, an expository lecture on the electrocardiographic analysis of the cardiac rhythms that would be part of the study (sinus, atrial fibrillation, atrial tachycardia and atrial flutter) was performed. Finally, the students were randomly divided into 2 groups (Group 1 and 2). In Phase 2, Group 1 was guided to report the ECG of the 11 rhythms presented in the expository class through the self-directed study, and Group 2 to report the same rhythms guided by instructional prompts. In Phase 3, all students provided diagnoses of the ECG rhythms for a new group of 11 routes. The primary outcome was the diagnostic accuracy of cardiac rhythms in each phase. Results: Analysis of the 24 students' results showed that the instructional prompt strategy was statistically superior in Phase 3 on the average of the students' scores when providing the rhythm diagnoses (p = 0.034, d.p. 1.1). The grades by groups in the 3 phases presented the following averages: Group 1 (Phase 1 = 3.3 ± 2.7; Phase 2 = 5.3 ± 2.3; Phase 3 = 4.9 ± 2.0) and Group 2 (Phase 1 = 2.2 ± 1.9; Phase 2 = 6.8 ± 2.2: Phase 3 = 6.7 ± 1.1). Conclusions: The use of instructional prompts as a teaching strategy for cardiac rhythm analysis improved the diagnostic accuracy of undergraduate medical students for the arrhythmias studied. This is an easy-to-use strategy that can be considered for teaching heart rhythm disordersIntrodução: Resultados de estudos sobre o ensino em eletrocardiograma (ECG) mostram falhas de inúmeras estratégias educacionais em propiciar competência diagnóstica para a interpretação deste exame de baixo custo e grande importância para detecção de arritmias cardíacas e outras alterações patológicas. Se usada corretamente este exame pode salvar vidas. Objetivos: Comparar o efeito de duas metodologias de ensino do ECG (prompts instrucionais e estudo autodirigido) na competência diagnóstica de arritmias supraventriculares em estudantes de medicina. Materiais e Métodos: Estudo experimental, com três fases: Avaliação inicial (Fase 1), Treinamento (Fase 2) e Avaliação tardia (Fase 3). A amostra foi composta por 24 estudantes do 5° período da Faculdade de Medicina da UNIFENAS-BH. Na Fase 1, os estudantes foram reunidos em uma sala, responderam um questionário sociodemográfico e um questionário de autoavaliação do conhecimento prévio sobre as arrtimias que fariam parte do estudo. Após os questionários, forneceram o diagnóstico do ECG de 11 traçados. Posteriormente foi realizada uma aula expositiva sobre a análise eletrocardiográfica dos ritmos cardíacos que fariam parte do estudo (sinusal, fibrilação atrial, taquicardia atrial e flutter atrial). Após a aula os estudantes foram divididos aleatoriamente em 2 grupos (Grupo 1 e 2). Na Fase 2, o Grupo 1 foi orientado a laudar o ECG dos 11 rítmos apresentados na aula expositiva por meio do estudo autodirigido e o Grupo 2 a laudar os mesmos ritmos orientados por prompts instrucionais. Na Fase 3, todos estudantes forneceram diagnósticos dos ritmos do ECG para um novo grupo de 11 traçados. O desfecho primário foi a acurácia diagnóstica dos ritmos cardíacos em cada fase. Resultados: A análise dos resultados dos 24 alunos evidenciou que a estratégia do prompt instrucional foi estatisticamente superior na Fase 3 na média das notas dos alunos ao fornecer os diagnósticos dos ritmos (p = 0,034, d.p. 1,1). As notas por grupos nas 3 fases, apresentaram as seguintes médias: Grupo 1 (Fase 1 = 3,3 ± 2,7; Fase 2 = 5,3 ± 2,3; Fase 3 = 4,9 ± 2,0) e Grupo 2 (Fase 1 = 2,2 ± 1,9; Fase 2 = 6,8 ± 2,2: Fase 3 = 6,7 ± 1,1). Conclusões: O uso de prompts instrucionais, como estratégia de ensino para análise de rítmicos cardíacos foi capaz de melhorar a acurácia diagnóstica dos estudantes de medicina para as arritmias estudadas. Trata-se de estratégia de fácil utilização, que pode ser considerada para o ensino de distúrbios do ritmo cardíacoSubmitted by Kely Alves (kely.alves@unifenas.br) on 2021-01-11T17:31:13Z No. of bitstreams: 1 Dissertação Ricardo Negri.pdf: 4042203 bytes, checksum: ab24465e74a81913d50f2a32d514ef0a (MD5)Approved for entry into archive by Samira Ramos (samira.ramos@unifenas.br) on 2021-08-16T12:22:00Z (GMT) No. of bitstreams: 1 Dissertação Ricardo Negri.pdf: 4042203 bytes, checksum: ab24465e74a81913d50f2a32d514ef0a (MD5)Approved for entry into archive by Samira Ramos (samira.ramos@unifenas.br) on 2021-08-16T12:22:38Z (GMT) No. of bitstreams: 1 Dissertação Ricardo Negri.pdf: 4042203 bytes, checksum: ab24465e74a81913d50f2a32d514ef0a (MD5)Made available in DSpace on 2021-08-16T12:24:22Z (GMT). No. of bitstreams: 1 Dissertação Ricardo Negri.pdf: 4042203 bytes, checksum: ab24465e74a81913d50f2a32d514ef0a (MD5) Previous issue date: 2019-08-08application/pdfporUniversidade José do Rosário VellanoPrograma de Mestrado em Ensino em SaúdeUNIFENASBrasilPós-GraduaçãoEducação médicaEnsino médicoEletrocardiogramaArritmiasMedical EducationMedical teachingElectrocardiographyArrhythmiaCIENCIAS DA SAUDE::MEDICINAComparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicinaComparison between the use of Instructional Prompts and the self-directed study on the diagnostic competence of supraventricular cardiac arrhythmias in medical studentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-7785865496449744764500500600-7642911903105032531-969369452308786627info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UNIFENASinstname:Universidade José do Rosário Vellano (UNIFENAS)instacron:UNIFENASORIGINALDissertação Ricardo Negri.pdfDissertação Ricardo Negri.pdfapplication/pdf4042203http://tede2.unifenas.br:8080/tede/bitstream/jspui/293/2/Disserta%C3%A7%C3%A3o+Ricardo+Negri.pdfab24465e74a81913d50f2a32d514ef0aMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81085http://tede2.unifenas.br:8080/tede/bitstream/jspui/293/1/license.txtd278bdcba615997faa0a791f51f9aa6bMD51jspui/2932021-08-16 09:24:22.735oai:tede2.unifenas.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.unifenas.br:8080/jspui/http://tede2.unifenas.br:8080/oai/requestbiblioteca@unifenas.br||biblioteca@unifenas.bropendoar:2021-08-16T12:24:22Biblioteca Digital de Teses e Dissertações da UNIFENAS - Universidade José do Rosário Vellano (UNIFENAS)false |
dc.title.por.fl_str_mv |
Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina |
dc.title.alternative.eng.fl_str_mv |
Comparison between the use of Instructional Prompts and the self-directed study on the diagnostic competence of supraventricular cardiac arrhythmias in medical students |
title |
Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina |
spellingShingle |
Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina Mello, Ricardo Negri Bandeira de Educação médica Ensino médico Eletrocardiograma Arritmias Medical Education Medical teaching Electrocardiography Arrhythmia CIENCIAS DA SAUDE::MEDICINA |
title_short |
Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina |
title_full |
Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina |
title_fullStr |
Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina |
title_full_unstemmed |
Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina |
title_sort |
Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina |
author |
Mello, Ricardo Negri Bandeira de |
author_facet |
Mello, Ricardo Negri Bandeira de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Peixoto, José Maria |
dc.contributor.advisor1ID.fl_str_mv |
49104292634 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5863458866759154 |
dc.contributor.referee1.fl_str_mv |
Moura, Alexandre |
dc.contributor.referee1ID.fl_str_mv |
00199217645 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9237452333174548 |
dc.contributor.referee2.fl_str_mv |
Oliveira, Manoel Domingos de Carvalho |
dc.contributor.referee2ID.fl_str_mv |
36992933604 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6219247402217669 |
dc.contributor.authorID.fl_str_mv |
08687737785 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6741010748773458 |
dc.contributor.author.fl_str_mv |
Mello, Ricardo Negri Bandeira de |
contributor_str_mv |
Peixoto, José Maria Moura, Alexandre Oliveira, Manoel Domingos de Carvalho |
dc.subject.por.fl_str_mv |
Educação médica Ensino médico Eletrocardiograma Arritmias |
topic |
Educação médica Ensino médico Eletrocardiograma Arritmias Medical Education Medical teaching Electrocardiography Arrhythmia CIENCIAS DA SAUDE::MEDICINA |
dc.subject.eng.fl_str_mv |
Medical Education Medical teaching Electrocardiography Arrhythmia |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE::MEDICINA |
description |
Introduction: Studies on the teaching of electrocardiography (ECG) have demonstratd failures of several educational strategies related to diagnostic competence for interpretation. It is a low-cost exam and important for detection of cardiac arrhythmias and other pathological alterations. If used correctly this exam can save lives. Objectives: To compare the effect of two ECG teaching methodologies (instructional prompts and self-directed study) on the diagnostic competence of supraventricular arrhythmias among medical students. Materials and Methods: Experimental study in three phases: Initial Evaluation (Phase 1), Training (Phase 2) and Late Evaluation (Phase 3). The sample consisted of 24 undergraduate medical students from the 5th semester in the Faculty of Medicine at the UNIFENAS-BH. During the first phase, the students were gathered in a room, answered to a sociodemographic questionnaire and a self-assessment questionnaire of prior knowledge about the arrhythmias that would be part of the study. After, they were invited to provide the diagnosis of the ECG of 11 tracings. Later, an expository lecture on the electrocardiographic analysis of the cardiac rhythms that would be part of the study (sinus, atrial fibrillation, atrial tachycardia and atrial flutter) was performed. Finally, the students were randomly divided into 2 groups (Group 1 and 2). In Phase 2, Group 1 was guided to report the ECG of the 11 rhythms presented in the expository class through the self-directed study, and Group 2 to report the same rhythms guided by instructional prompts. In Phase 3, all students provided diagnoses of the ECG rhythms for a new group of 11 routes. The primary outcome was the diagnostic accuracy of cardiac rhythms in each phase. Results: Analysis of the 24 students' results showed that the instructional prompt strategy was statistically superior in Phase 3 on the average of the students' scores when providing the rhythm diagnoses (p = 0.034, d.p. 1.1). The grades by groups in the 3 phases presented the following averages: Group 1 (Phase 1 = 3.3 ± 2.7; Phase 2 = 5.3 ± 2.3; Phase 3 = 4.9 ± 2.0) and Group 2 (Phase 1 = 2.2 ± 1.9; Phase 2 = 6.8 ± 2.2: Phase 3 = 6.7 ± 1.1). Conclusions: The use of instructional prompts as a teaching strategy for cardiac rhythm analysis improved the diagnostic accuracy of undergraduate medical students for the arrhythmias studied. This is an easy-to-use strategy that can be considered for teaching heart rhythm disorders |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-08 |
dc.date.accessioned.fl_str_mv |
2021-08-16T12:24:22Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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Mello, Ricardo Negri Bandeira de. Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina. 2019. 105f. Dissertação (Programa de Mestrado em Ensino em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede2.unifenas.br:8080/jspui/handle/jspui/293 |
identifier_str_mv |
Mello, Ricardo Negri Bandeira de. Comparação entre o uso de Prompts Instrucionais e o estudo autodirigido na competência diagnóstica de arritmias cardíacas supraventriculares em estudantes de medicina. 2019. 105f. Dissertação (Programa de Mestrado em Ensino em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2019. |
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Universidade José do Rosário Vellano |
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UNIFENAS |
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