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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20749 |
| Date | 28 October 2015 |
| Creators | Brito, Paulo Santiago de Morais |
| Contributors | 15479110420, http://lattes.cnpq.br/4265369922470937, Lacerda, H?nio Godeiro, 79105017491, http://lattes.cnpq.br/5385381875845273, Braga Neto, Pedro, 75032872334, http://lattes.cnpq.br/0524387231525638, Vilar, Maria Jos? Pereira |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM ENSINO NA SA?DE, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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