Banca de DEFESA: TIAGO PEREZ LEITAO MACIEL

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : TIAGO PEREZ LEITAO MACIEL
DATE: 05/12/2022
TIME: 14:30
LOCAL: On line
TITLE:

Simulation and debriefing as a strategy for organizing formative assessment in the pediatric emergency discipline: a teaching research

 

 

 

 

KEY WORDS:

scriptors: educational assessment, feedback, debriefing, simulation, pediatric emergency medicine

PAGES: 90
BIG AREA: Ciências da Saúde
AREA: Medicina
SUMMARY:

Abstract

 

Introduction: The contemporary world demands from medical education, training beyond the technical-scientific biological knowledge, stimulating curricular changes and new ways of understanding the teaching-learning process. The National Curriculum Guidelines for the Undergraduate Course in Medicine, 2014, boosted this process. In this context, the current PPC of the medical course highlights the Formative Assessment and the Fdback or Feedback as strategies to enable an egress that meets the needs of the population. The challenge is to combine cognitive and practical knowledge. These difficulties are evident in the transition to the internship, being highlighted, in this study, the Pediatric Emergency disciplines. A tool in this process is simulation followed by debriefing: discussion about what happened in the simulation scenario, bringing to the learner reflections on experiences, perceptions, decision-making and clinical competence. Objective: teacher training to systematize simulation and debriefing as part of the formative assessment strategy in Pediatric Emergency disciplines at a public university. Method: this is a qualitative research, action research type in the educational field (teaching research) with professors of the Pediatric Emergencies disciplines of a medical course. Data collection was carried out in two moments, interspersed with a face-to-face workshop, using a semi-structured online questionnaire. First, professors will participate in virtual meetings to build a simulation and debriefing script; then there was a real simulation with student volunteers who participated in the debriefing conducted by the professors. Audio and video recordings of the discussions were made. The data were analyzed by simple statistics and through the content analysis proposed by Bardin, where it is possible to extract the relevant contents. Results The teachers of the Pediatric Emergency Department incorporated part of the concepts of formative assessment, simulation and feedback (debriefing) in the teaching-learning strategies of pre-internship medicine. Final remarks Despite some absenteeism from the online discussion and planning meetings, the workshop had a direct positive impact on the pediatric emergencies pre-school discipline (new modes of assessment and feedback) by motivating and stimulating meaningful learning. New works with these themes and interventions are fundamental to serve as a basis and in the reformulation and construction of undergraduate medical disciplines.

 

 

BANKING MEMBERS:
Externo(a) à Instituição - Ana Lydia Vasco de Albuquerque Peixoto - UNEAL
Interno(a) - 1137700 - FRANCISCO JOSE PASSOS SOARES
Presidente - 1120983 - MARIA VIVIANE LISBOA DE VASCONCELOS