Theme: 10BB Simulation 2
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Professor perception of the use of realistic simulation in undergraduate programs in the healthcare area
Authors: Ana Paula Quilici
Angelica Bicudo
Karen Cristine Abrao
Marcos Paulo Freire
Institutions: Anhembi Morumbi University - Brazil
UNICAMP - São Paulo - Brazil
 
Background
The interest in realistic simulation on the teaching of healthcare professionals has grown along with the trends to improve the teaching process of such professionals, emphasizing the development of competences necessary for their proper training. The aim of this study is to identify the professor perception of the realistic simulation insertion in the undergraduate program, considering the advantages and challenges faced in working with this resource.

 

Summary of Work

We conducted a qualitative study with intentional sample according to pre-defined criteria, following a semi-structured outline regarding data saturation.

For the selection of the participants it was used a list provided by the university sector responsible for clinical simulation scheduling compound by 27 professors

We have interviewed 14 faculty members of healthcare courses from a teaching institution that employs realistic simulation.

The criteria used to include the professors were:

  1. Conclusion of the training to scenario followed by debriefing;
  2. Being HS professors;  

Categories of analysis were divided into

1.1 Advantages;

1.2 Possible limitations and / or disadvantages;

1.3 Experiences with the use of the scenario: Difficulties and challenges;

1.4 Experience with the construction of the three steps in the scenario (A. Determine the objectives; B. Construction of medical history; C. Planning).

Summary of Results

The majority of the interviewed professors considered that the use of scenario followed by debriefing is an excellent teaching tool. However, we found difficulties such as the workload necessary to the assembly of the scenario, the correlation between scenario goals and the competences of the program, and the relationship of the number of students by professors

 

1.1 Advantages;

 “My opinion (regarding simulation) is very positive. I believe it is a very good teaching tool, students have an excellent training” (Professor 2)

“I believe that the big advantage of simulation is because, during the scenario followed by debriefing, there is no instructor. The professor is a facilitator. The professor places himself at the same level of students, not imposing any conclusion. Therefore, students accept more. They arrive to conclusions by themselves. So, they accept better. They assimilate better. (Professor 3)

 

1.2 Possible limitations and / or disadvantages;

“I believe that, nowadays, we have a problem with the workload ... I think time is our limitation. If we had more time, then yes, it would be much more productive.” (Professor 5)

1.3 Experiences with the use of the scenario: Difficulties and challenges

“... the challenge is that some students don’t like at first to expose themselves  and secondly they don’t like the mannequins, which present limitations as compared to reality.” (Professor 10)

 

“ ...Another challenge is the time for preparation. Because it demands preparation. It demands choices. You write a study case, state the objectives, work, focus on what is important… not allowing to go out of the track or to mix up too many things. … We also, sometimes, feel insecure – will we accomplish it? Will we make it in due time? Sometimes the class time is not enough, so it is a challenge that the professor has to overcome.” (Professor 13)

1.4 Experience with the construction of the three steps in the scenario (A. Determine the objectives, B. Construction of medical history; C. Planning)

 

“According to my steps, I build them one at a time. I draw up a mental outline of what I want to demonstrate to students. From that, I start to build the steps. I figure out a kind of situation, a simulated situation, when I want to show a kind of clinical case, then I see the kind of patient, after what he presents, how students will approach him, after the decisions that the students must make.” (Professor 1)

Conclusion

The information analysis of the statements allows us to conclude that: professors consider realistic simulation a useful tool in the healthcare program.

The main difficulties reported by professors in the use of simulation are related to:

  1. Time for preparation;
  2. Time for execution;
  3. Anxiety in transfering content and forgetting objectives
Take-home Messages

1. Simulation is a very important and useful tool;

2. Training is mandatory.

3. Longitudinal follow-up with professors are needed to enhance their skills, improve their scenarios and keep motivation.

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
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