Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-15T20:14:30Z No. of bitstreams: 1 PauloSantiagoDeMoraisBrito_DISSERT.pdf: 3516677 bytes, checksum: 2675d96c113aa68c20016e4759709f32 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-20T22:23:27Z (GMT) No. of bitstreams: 1 PauloSantiagoDeMoraisBrito_DISSERT.pdf: 3516677 bytes, checksum: 2675d96c113aa68c20016e4759709f32 (MD5) / Made available in DSpace on 2016-06-20T22:23:27Z (GMT). No. of bitstreams: 1 PauloSantiagoDeMoraisBrito_DISSERT.pdf: 3516677 bytes, checksum: 2675d96c113aa68c20016e4759709f32 (MD5) Previous issue date: 2015-10-28 / A an?lise do l?quor obtido atrav?s de pun??o lombar ? de import?ncia ?mpar na pr?tica m?dica e ganha cada vez mais espa?o no diagn?stico de doen?as autoimunes prim?rias do sistema nervoso e nas dem?ncias. Os estudos mostram que o treinamento em simulador ? capaz de proporcionar aprendizado de habilidades t?cnicas, aquisi??o e reten??o do conhecimento, melhorar a autoconfian?a do aprendiz e possibilita a transfer?ncia para a pr?tica cl?nica. N?s pretendemos com esse estudo avaliar a efetividade do treinamento de estudantes de gradua??o de medicina com manequim simulador para pun??o lombar, levando em considera??o aspectos quantitativos (desempenho em testes padronizados) e qualitativos (percep??o dos estudantes a respeito do m?todo e do processo de ensino-aprendizagem). Foi desenvolvida uma aula pr?tica usando um guia de auto-avalia??o que tamb?m serviu para avalia??o entre pares. Realizamos instru??o atrav?s de v?deo on line indicado para ser assistido antes do treinamento presencial. Os participantes foram divididos em grupos de 5 e tiveram treinamento seguindo os princ?pios da pr?tica deliberada, fornecimento de feedback, e todos os participantes conseguiram executar pelo menos uma pun??o lombar no simulador. Foram aplicados question?rios a respeito de autoconfian?a e qualidade do treinamento. A tem?tica do treinamento em pun??o lombar foi considerada relevante, e a aula pr?tica foi bem avaliada em rela??o ao seu formato. Depois de dois anos do treinamento inicial, parte dos estudantes foi voluntariamente submetida a testes de reten??o do conhecimento. A interven??o pontual mostrou-se capaz de promover reten??o na t?cnica de pun??o lombar, sem equ?vocos significativos, sugerindo a transfer?ncia para uma situa??o real com paciente. / The teaching of the lumbar puncture (LP) technique with simulator is not well systematized in the curricula of medical schools. Studies show that training in the simulator provides learning technical skills, acquisition and retention of knowledge, improve self-confidence of the learner and enables the transfer to clinical practice. We intend this study to introduce simulated training in LP in medical course at the Universidade Federal do Rio Grande do Norte evaluating the experience taking into account quantitative aspects (performance on standardized tests) and qualitative (perception of the students regarding the method and the teaching process learning). The study was conducted in two phases. In the first phase practical training in PL was introduced in the 3rd year of medical school. Seventy-seven students were trained in small groups, guided by a checklist developed in the model Objective Structured Assessment of Technical Skill (OSATS), at this moment they knew they were not under performance evaluation. They were also asked whether they had prior chances to make an LP in patients. At the end of the first phase the students evaluated training in the following areas: teaching technique, simulator realism, time available per group, number of participants per group and relevance to medical practice. In the second phase, two years later, 18 students trained in first stage performed a new LP on the mannequin simulator, and its performance was evaluated through the same checklist of training in order to verify the technical retention. In addition, they answered a multiple choice test about practical aspects of the LP technique. Each participant received individual feedback on their performance at the end of their participation in the study. In the first phase of the study we found that only 4% of students had performed a lumbar puncture in patients until the 3rd year. The training of LP technique with simulator mannequin was considered relevant and the teaching methods was thoroughly evaluated. In the second phase, all participants were successful in implementing the lumbar puncture on the mannequin simulator, compliance with the most steps in a reasonable time, suggesting that would be able to perform the procedure in a patient.