Estrategias tecnológicas de enseñanza asociadas al entrenamiento en Soporte Básico de Vida

This study aimed to analyze the effectiveness and advantages of the use of technological resources for teaching Basic Life Support (SBV) through a narrative review. We analyzed 29 articles published and indexed in these sources: Medline, PubMed and LILACS that used video, CD-ROM, DVD, websites and computer programs for teaching SBV. It was observed that the use of these resources may favor the acquisition of knowledge at levels similar or superior to methods of traditional teaching. Among the observed advantages cited were the reduction in training costs, ease of access and standardization of information.En este estudio se tuvo como objetivo analizar la eficacia y las ventajas del uso de los recursos tecnológicos para la enseñanza del Soporte Básico de Vida (SBV) por medio de revisión narrativa. Se analizaron 29 artículos publicados e indexados en las bases de datos MedLine, PubMed y LILACS que utilizaron video, CD-ROM, DVD, websites y programas de informática para la enseñanza en SBV. Se observó que la utilización de esos recursos puede favorecer en la adquisición de conocimientos en niveles similares o superiores a los métodos tradicionales de enseñanza. Entre las ventajas observadas se citan la reducción de los costos de entrenamiento, la facilidad de acceso y patronización de las informaciones.Neste estudo objetivou-se analisar a eficácia e as vantagens do uso dos recursos tecnológicos para o ensino em Suporte Básico de Vida (SBV) por meio de revisão narrativa. Foram analisados 29 artigos publicados e indexados nas bases de dados MedLine, PubMed e LILACS que utilizaram vídeo, CD-ROM, DVD, websites e programas computacionais para o ensino em SBV. Observou-se que a utilização desses recursos pode favorecer a aquisição de conhecimento em níveis similares ou superiores aos métodos tardicionais de ensino. Dentre as vantagens observadas citam-se a redução dos custos de treinamento, a facilidade de acesso e padronização das informações.Universidade Federal de São Paulo (UNIFESP)UNIFESPSciEL

P15. Employing students' multilingualism and language diversity in teaching and learning

Before our innovative clinical skills session ‘Interpreting in Consultations’, we conducted an annual survey of languages spoken by students on admission, in 2006, 2007 and 2008. Froma response rate of 94% we noted that 28% of students are advanced/fluent speakers of language(s) other than English and a total of 48 languages are spoken.The session, ‘Interpreting in Consultations’, involves first and second year students who speak the same language other than English, role-playing an ‘interpreted’ consultation.Feedback from tutors and students following the session shows that using different languages serves multiple, valuable purposes, highlighting:• issues encountered with interpreters• challenges of ‘medical’ language• difficulties in transmitting a patient centred approach• how linguistic and cultural sensitivities are lost in translation.Student linguistic diversity is considerable and not used to its full potential: the single clinical skills session we report suggests there is much more to be gained. The education we design and delivermay fail to recognise what patient-centred-ness means in different languages and cultures.Future research should: consider how to make best use of multiculturalism and linguistic diversity; explore how students’ awareness of, and competence in, different languages and culturescan be developed and maintained

Workshop 07. Developing approaches to professionalism in medical students

Since the inception of our medical school seven years ago we have noticed that despite undergraduate medical students having an awareness that doctors have expected professional behaviours they have not always appreciated how professional behaviour applies to medical students. Professionalism issues have arisen both within and outside the medical school. This has been particularly evident during the introduction three years ago of peer physical examination as a means for students to acquire physical examination skills.We have been able to address these issues in several ways - At an institutional level we have both been closely involved with supporting tutors and students as issues have arisen. Challenges that have arisen have informed tutor training –helping tutors to feel empowered to deal with issues themselves. Professionalism issues are addressed in staff development sessions covering acceptable behaviours and tutors are encouraged to draw on each other for advice. For example, we involved our tutors in the development of a session which involves case vignettes around appropriate behaviour in physical examination sessions. We have developed a highly effective process of peer observation within the tutor group. Existing tutors mentor new tutors. We are proud to have developed a group of experienced clinician tutors with diverse views who have collective ownership of the teaching process. On a practical level we have raised the ‘professionalism’ thread in the students’ learning experience – via lectures, written material and discussions. For example, one of the first lectures given to the first year students focuses on professionalism and its relevance to them within both clinical and non-clinical teaching sessions and also outside the medical school. One area that continues to challenge both students and tutors is that of cultural diversity and how this sits alongside expected professional behaviours

P16. Introducing Peer Physical Examination

We are a new medical school (now into our eighth year) and until the 2008/09 academic year our Year One and Two students acquiredphysical examination skills by examining healthy volunteers. The Year One cohort in 2008/09 were the first to acquire these skills using Peer Physical Examination (PPE), performing the examinations on each other, and this was rolled out to involve all Year One and Twostudents this academic year.Introducing PPE involved a culture shift within the medical school, training of existing and new tutors and revisions to our written studyguide material.Over the past eighteen months we have overcome several practical and ideological challenges during the introduction of PPE as a teaching method.Our poster explains our teaching methods, the challenges encountered and the pragmatic ways in which we have navigated a course through these challenges at both an individual and organisational level. We are now able to give much clearer guidance to students and tutors with the benefit of what we have learntover the past 18 months

The effect of immersive versus traditional forms of simulation on ratings of self-perceived performance in second-year paramedicine students

Immersive methods of simulation have recently been introduced to undergraduate paramedicine education as an adjunct to traditional simulation that have the purpose of improving outcomes such as performance. However, there is limited research that directly compares immersive and traditional forms of simulation. This study aimed to determine (a) the feasibility of an intensive simulation program comparing traditional and immersive simulation; (b) if one form of simulation provided better self-perceived outcomes; (c) the level of self-perceived performance in students using traditional and immersive simulation; and (d) the sustainability of ratings after a nine-week period. This feasibility study utilised a randomised controlled methodology, allocating second-year paramedicine students (N = 20) to either traditional or immersive simulation. The intervention (immersive) group completed the simulation in the 360-degree projection simulation room, whereas the control (traditional) group completed the simulations in the standard simulation rooms currently used within the practical setting. Ratings were collected using the Seattle University Simulation Evaluation tool (Mikasa et al., 2014) after the first simulation of the three-day program (Rating 1), after the final simulation of the three-day program (Rating 2), and after a nine-week washout period (Rating 3). For the primary outcome of determining if one form of simulation provided greater ratings of self-perceived performance in second-year paramedicine students, an overall statistically significant (p = 0.04) difference in ratings was noted between groups. When observing the effect of a three-day immersive simulation program ( = 15.45) in comparison to a three-day traditional simulation program ( = 15.67), a non-statistically significant difference was noted at Rating 2. In both groups, there was a non-statistically significant improvement between Rating 1 ( immersive = 11.81; traditional = 13.22) and Rating 2 ( immersive = 15.45; traditional = 15.67) which was sustained at Rating 3 ( immersive = 14.09; traditional = 16.00). However, the traditional group reported a mean increase from Rating 2 ( = 15.67) to Rating 3 ( = 16.00) in comparison to a mean decrease between Rating 2 ( = 15.45) and Rating 3 ( = 14.09) in the immersive group. Differences between Rating 3 in the immersive ( = 16.00) and traditional ( = 14.09) groups were statistically significant (p = 0.02). This research project has demonstrated that the methodology was feasible to test these hypotheses and indicates that traditional forms of simulation may result in greater ratings of self-perceived performance

How to Improve Assessment of Tetanus Immunity in the Emergency Room: A Prospective Cost-Effectiveness, Double Blind Study

peer reviewe

The role of simulation-based learning environments in preparing undergraduate health students for clinical practice

Experiential learning (EL), whereby students are able to integrate theory with practice, is an essential component of learning for health professionals. Traditionally, EL in the health education context has been achieved through clinical placements (CPs) that see students ‘apprentice’ in real clinical settings. The literature suggests there are a number of factors that diminish a student’s ability to learn in such environments, including limited opportunities to practice, being confined primarily to observation roles as opposed to participate in tasks, being exposed to skills/procedures outside their level of learning/understanding, and institutional learning objectives being secondary to workplace goals. Simulation-based learning environments (SLEs) have been espoused as an effective alternative to traditional CPs, as they provide EL opportunities void of patient risk, and can be targeted to suit the needs of both teacher and learner. While many advocate that SLEs are the logical teaching modality for preparing students to practice in real clinical environments, the fast adoption of SLEs in health education has far exceeded evidence of its effectiveness in comparison to learning occurring via CPs. Research investigating SLEs to date has, for the most part, relied upon subjective measures of student satisfaction, confidence and competence and has utilised single-group analyses providing no yardstick for comparison. The present research sought to explore the value of SLEs for undergraduate health students in comparison to CPs, as well as investigate methods of improving the educational benefit of SLEs. This thesis is presented as a series of papers (i.e. PhD by publication) addressing the role of SLEs in health education. Study One investigates how social evaluation anxiety (SEA) impacts on performance amongst a sample of final-year nursing students. It was found that through increasing the number of professional actors in a simulation-based clinical scenario, social evaluation anxiety increased to an extent sufficient to detrimentally affect student performance. Thus, the study concluded that students would likely benefit from additional authentic exposures to EL opportunities earlier throughout their curriculum, so as to acclimatise them to real patient and person interaction. Studies Two and Three explore the differences and relationship between SLEs and CPs amongst first-year paramedicine students. The extent to which SLEs provide additional learning benefit in subsequent CPs was first established, followed by evidence suggesting this is most likely attributable to the increased opportunity for repetitive and targeted practice meant and why I did it. To my father, Rick Mills, unexpectedly losing you in December last year was unquestionably the most tragic time of my life, but the life lessons you embedded so strongly within me saw this thesis through to completion. I cannot thank you enough, and dedicate this accomplishment to you

Savinglife®: an educacional technology for basic and advanced cardiovascular life support in nursing

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Saúde, Programa de Pós-Graduação em Enfermagem, Florianópolis, 2016.A taxa de sobrevivência da parada cardiopulmonar continua pobre, apesar dos avanços na Ressuscitação Cardiopulmonar e no Suporte Avançado de Vida em Cardiologia (ACLS). Muitas deficiências têm sido relatadas por pesquisadores durante a realização de cuidados de ressuscitação. Métodos de treinamento convencionais são muitas vezes insuficientes para treinar profissionais para oferecer alta qualidade nos cuidados de reanimação. Por outro lado, a abordagem da Aprendizagem Baseada em Problemas (PBL) mostrou-se como um melhor método de ensino para a ressuscitação cardiopulmonar e o treinamento em suporte avançado de vida em cardiologia. O desenvolvimento das tecnologias da informação e da comunicação e a acessibilidade dos dispositivos móveis aumentaram as possibilidades do processo de ensino-aprendizagem em qualquer lugar e a qualquer hora. Aplicações móveis e web permitem a produção de modelos de ensino e aprendizagem construtivos em vários contextos educacionais, mostrando o potencial de aprendizagem ativa em enfermagem. A tese teve como objetivo: Desenvolver e avaliar, o Savinglife®, uma tecnologia educacional para suporte cardiovascular básico e avançado de vida em Enfermagem.Os resultados foram divididos em três fases: a primeira fase consistiu na realização de uma revisão sistemática que avaliou o uso de métodos e tecnologias de aprendizagem baseada em problemas no ensino em ressuscitação cardiopulmonar e suporte avançado de vida em cardiologia. A metodologia de revisão sistemática Cochrane foi seguida para pesquisar em quatro bases de dados eletrônicas: PubMed, LILACS, COCHRANE e Science Direct dos estudos publicados. Entre os 164 artigos obtidos, 9 estudos foram incluídos. As evidências disponíveis sugerem que as abordagens e tecnologias de aprendizagem baseada em problemas é um melhor método de ensino para o ensino de RCP e ACLS e aumentam o conhecimento, as habilidades e as competência dos alunos. Na segunda fase, apresentamos o desenvolvimento de uma tecnologia educacional (Savinglife®, um aplicativo) para a aprendizagem em ressuscitação cardiopulmonar e o treinamento em suporte avançado de de vida cardiovascular. Savinglife® é uma produção tecnológica, baseada no conceito de aprendizagem virtual e com a abordagem de aprendizagem baseada em problemas. O estudo foi desenvolvido de janeiro de 2016 a novembro de 2016, utilizando cinco fases (análise, projeto, desenvolvimento, implementação, avaliação) do processo de desenvolvimento de sistemas de ensino. A tecnologia apresentou 10 cenários e 12 simulações, abrangendo diferentes aspectos do suporte básico e avançado da vida em cardiologia. O conteúdo do aplicativo pode ser acessado de forma não linear, deixando os alunos livres para construir seus conhecimentos com base em sua experiência anterior. Na terceira fase, analisamos a qualidade e a usabilidade do Savinglife®. Para validade da qualidade e conteúdo, o aplicativo foi avaliado com a ferramenta LORI. O instrumento de avaliação baseado na norma ISO 9241-11 foi utilizado para avaliação de usabilidade do Savinglife®. A avaliação envolveu 15 especialistas em enfermagem e 4 programadores de computadores. Os especialistas em enfermagem avaliaram e analisaram a qualidade e a validade do conteúdo por meio do instrumento LORI, e os programadores avaliaram a usabilidade de Savinglife® usando instrumento de usabilidade composto de 15 itens. Os resultados extrapolaram a média alvo (4 - Muito Bom) na avaliação pelos especialistas em enfermagem (4,71) e pelos programadores (4,43). A análise das médias atribuídas a todas as nove variáveis na ferramenta LORI e todas as quinze variáveis na ferramenta Usabilidade tiveram pontuações elevadas (média geral de 4,71 e 4,43, respectivamente). Dentre as variáveis que compõem o instrumento LORI 2.0, a \"Interação e Usabilidade\" (4,93 ± 0,25) teve a média mais alta. Entre as variáveis que compõem o instrumento de Usabilidade, o \"O usuário é capaz de acessar o aplicativo facilmente\" (5 ± 0,00) teve a média mais alta. A partir dos resultados, é possível confirmar que Savinglife® tem critérios de Qualidade e Usabilidade e é adequado para ser utilizado no ensino em Suporte Básico e Avançado de vida. O Savinglife® pode preencher as lacunas de aprendizagem e das habilidades na tomada de decisão dos alunos de forma segura e ética.Abstract : The survival rate from cardiac arrest remains poor despite advances in Cardiopulmonary Resuscitation and Advanced Cardiovascular Life Support (ACLS). Many shortcomings have been reported by researchers during the performance of resuscitation care. Conventional training methods are often insufficient to train professionals to deliver high-quality resuscitation care. On the other hand, Problem Based Learning (PBL) approach has been shown a better instruction method for cardiopulmonary resuscitation and advanced cardiovascular life support training. The development of information and communication technologies and the accessibility of mobile devices has increased the possibilities of the teaching and learning process anywhere and anytime. Mobile and web application allows the production of constructive teaching and learning models in various educational settings, showing the potential for active learning in nursing. The objective of this thesis was to develop and evaluate, Savinglife® , an educational technology for basic and advanced cardiovascular life support in nursing. The results were divided in three phases: first phase consists of conducting a systematic review with the aim to evaluate the use of problem-based learning methods and technologies in the education of cardiopulmonary resuscitation and advanced cardiovascular life support. The Cochrane systematic review methodology was followed to search the four electronic databases of PubMed, LILACS, COCHRANE and Science Direct for published studies. Among 164 articles retrieved, 9 studies were finally included in the review. The available evidence suggests that problem based learning approaches and technologies is a better instruction method in the education of CPR and ACLS and enhance the knowledge, skill and competency of learners. In the second phase, we presented the development of an educational technology (Savinglife®, an app) for learning cardiopulmonary resuscitation and advanced cardiovascular life support training. Savinglife® is a technological production, based on the concept of virtual learning and problem-based learning approach. The study was developed from January 2016 to November 2016, using five phases (analyze, design, develop, implement, evaluate) of the instructional systems development process. The technology presented 10 scenarios and 12 simulations, covering different aspects of basic and advanced cardiac life support. The contents of the application can be accessed in a non-linear way leaving the students free to build their knowledge based on their previous experience. In the third phase, we analyze the quality and usability of Savinglife®. For quality and content validity the App was evaluated with LORI tool. The evaluation instrument based on the ISO 9241-11 standard was used for usability assessment of the Savinglife®. The evaluation involved 15 nursing experts and 4 computers programmers. The nursing experts assessed and analyzed the quality and validity of the content through LORI tool, and the programmers assessed the usability of Savinglife® using Usability instrument consist of 15 items. The results exceeded the target level (4 - Very Good) in the evaluation of nursing experts (4.71) and computer programmers (4.43). The analysis of the averages assigned to all nine variables in the LORI tool and all fifteen variable in the Usability tool have high mean scores (with general average of 4.71 and 4.43 respectively). Among the variables that make up the LORI 2.0 instrument, the Interaction and Usability (4.93 ± 0.25) has the highest average. Among the variables that make up the Usability instrument, the The user is able to access the application easily (5 ± 0.00) has the highest average. In the light of the obtained results, it is possible to confirm that Savinglife® has the Quality and Usability criteria and is adequate and suitable to be used in the education of BLS and ACLS. It is believed that Savinglife® can fill the gaps in learning and decision making abilities of students and can promote learning of BLS and ACLS skills in a safe and ethical manner