Uma revisão narrativa de diferentes intervenções no ensino médico
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Data
2024
Autores
Orientador
Timmers, Luís Fernando Saraiva Macedo
Banca
Bucker, Joana
Dos Santos, Fernanda
Medeiros, Susi Heliene Lauz
Título do periódico
ISSN
Título do Volume
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Resumo
A simulação realística (SR) é usada na formação de profissionais de saúde, permitindo a aprendizagem segura para o aluno. A prática da saúde é desafiadora, além das habilidades técnicas, envolve o trabalho com as emoções, gerando insegurança e desconforto dos jovens formados e acadêmicos. O uso da SR pode aprimorar as relações interprofissionais, bem como entre os profissionais de saúde e pacientes. A SR além da formação técnica, pode auxiliar na formação comportamental. De forma geral a SR é composta de três atos, o briefing (momento da pré-simulação), o ato da simulação em si e o "debriefing'', que é o momento pós simulação, no momento do feedback. Apesar da existência de diferentes métodos de "debriefing”, ainda não há um consenso sobre qual abordagem seria a mais efetiva para aplicação por profissionais educadores, com o intuito de fornecer uma melhor formação para os jovens profissionais. Tipos de como o treinamento Reflexivo Colaborativo, o ciclo Reflexivo de Gibbs, o "debriefing” assistido por vídeo (VAD) vs. "debriefing” verbal (VD) , o "debriefing' estruturado, o "debriefing” com facilitador (F-DB) e auto-"debriefing” (S-DB), a reflexão pós- simulaçãoemtrêsetapas(Three-Step), demonstramaimportânciadoestímuloareflexão do aluno sobre suas atitudes e com isto o seu desenvolvimento como profissional de saúde. Dessa forma, a presente revisão teve como objetivo apresentar os principais métodos de "debriefing”, bem como suas principais vantagens para a área da educação em saúde.
Realistic simulation (RS) is used in the training of health professionals, allowing safe learning for the student. The practice of health is challenging, in addition to technical skills, it involves working with emotions, generating insecurity and discomfort for young graduates and academics. The use of RS can improve interprofessional relationships, as well as between health professionals and patients. RS, in addition to technical training, can assist in behavioral training. In general, the RS is composed of three acts, the briefing (pre-simulation moment), the simulation act itself and the debriefing, which is the post- simulation moment, at the moment of feedback. Despite the existence of different debriefing methods, there is still no consensus on which approach would be the most effective for application by professional educators, in order to provide better training for young professionals. Types of debriefing such as Collaborative Reflexive training, the Gibbs Reflective cycle, video-assisted debriefing (VAD) vs. verbal debriefing (VD), structured debriefing, facilitator debriefing (F-DB) and self-debriefing (S-DB), post- simulation reflection in three stages (Three-Step), demonstrate the importance of stimulating reflection of the student about their attitudes and with that their development as a health professional. Thus, the present review aimed to present the main debriefing methods, as well as their main advantages for the area of health education.
Realistic simulation (RS) is used in the training of health professionals, allowing safe learning for the student. The practice of health is challenging, in addition to technical skills, it involves working with emotions, generating insecurity and discomfort for young graduates and academics. The use of RS can improve interprofessional relationships, as well as between health professionals and patients. RS, in addition to technical training, can assist in behavioral training. In general, the RS is composed of three acts, the briefing (pre-simulation moment), the simulation act itself and the debriefing, which is the post- simulation moment, at the moment of feedback. Despite the existence of different debriefing methods, there is still no consensus on which approach would be the most effective for application by professional educators, in order to provide better training for young professionals. Types of debriefing such as Collaborative Reflexive training, the Gibbs Reflective cycle, video-assisted debriefing (VAD) vs. verbal debriefing (VD), structured debriefing, facilitator debriefing (F-DB) and self-debriefing (S-DB), post- simulation reflection in three stages (Three-Step), demonstrate the importance of stimulating reflection of the student about their attitudes and with that their development as a health professional. Thus, the present review aimed to present the main debriefing methods, as well as their main advantages for the area of health education.
Descrição
Palavras-chave
Formação Profissional em Saúde; Treinamento por Simulação; Intervenção na Crise; Relações Médico-Paciente; Professional Training in Health; Simulation Training; Crisis Intervention; Doctor-Patient Relations
Citação
BRUM, Edisom Paula. UMA REVISÃO NARRATIVA DE DIFERENTES INTERVENÇÕES NO ENSINO MÉDICO. 2022. Dissertação (Mestrado) – Curso de Ciências Médicas, Universidade do Vale do Taquari - Univates, Lajeado, 03 ago. 2022. Disponível em: http://hdl.handle.net/10737/4362.