Learning the Psychic Exam through playful teaching methodologies: Experience report

• Autor(a) principal: Souza, José Carlos
• Data de Publicação: 2021
• Outros Autores: Andrade, Vinicius Oliveira de, Peres, Gustavo Frederico, Monteiro, Bruno Massayuki Makimoto, Ono, Ben-Hur Vitor Silva, Souza, Vitor Cruz Rosa Pires de, Silva, Eduardo de Sousa Martins e
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/12059
• topic: Aprendizagem; Exame mental; Ludicidade; Psiquiatria; Psicopatologia; Ensino.; Aprendizaje; Examen mental; Juego e implementos de juego; Psiquiatría; Psicopatología; Ensenãnza.; Learning; Mental status examination; Play and playthings; Psychiatry; Psychopathology; Teaching.

Introduction: the mental examination is an essential tool for the psychic assessment of the patient and the investigation of possible disorders. Thus, the training and efficient instruction of medical students and health professionals in general is essential, in order for the mental examination to be done correctly. In this sense, the learning of the mental exam through playful learning methodologies is feasible in the teaching of psychiatric semiology. Methods: the flipped classroom-based active learning methodology was used, that is, a method by which students acquire prior knowledge for their studies, from an experience, either through a video or some other art form (eg, a play); therefore, they were able to share knowledge between their academic colleagues and professors. Experience Report: the teaching of the psychic examination is exposed, playfully, through various artistic genres, such as music, poetry, chronicles and plays. Results: the educational objectives were adequately addressed, with medical students having the capacity, skill and competence not only to transmit the acquired knowledge, but also to apply it in the realization of theatrical plays and round tables held after the presentations. Nevertheless, the themes to be worked on could be anticipated with the videos and music, thus favoring a more meaningful learning. Conclusion:  the teaching of the examination of the mental state, through playful methodologies, in the context of psychiatric semiology, favors an effective alternative in the assimilation of content and fixation of knowledge.