Simulation in primary health care teaching in medical graduation at a university in the south of the country
International Journal of Development Research
Simulation in primary health care teaching in medical graduation at a university in the south of the country
Received 17th September, 2022 Received in revised form 20th September, 2022 Accepted 29th October, 2022 Published online 30th November, 2022
Copyright © 2022, Ana Cristina Beitia Kraemer Moraes et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study analyzes the realities Innovative teaching experiences in medical schools have allowed the early insertion of academics in primary care settings, new looks at teaching methods under the curricular structure, dialogic pedagogical proposals, and experiential practices. Simulation in primary care provides students with medical consultation experiences with the nuances and complexity of patient-centered care. The objective is to understand how the insertion of simulation in primary health care was developed as a pedagogical process and allocation in the laboratory, complemented by the evaluation of this design by students who passed the discipline of primary health care at the Catholic University of Pelotas, RS. Methodology: This study has a descriptive design and a quantitative approach performed between 2020 and 2021. At the end of this period, 216 students answered a questionnaire to evaluate the simulation design on the Google Forms platform. Results: In this scenario, factors, situations, and variables close to real life potentiated the learning effect in 79.2% of the responses. Living the debriefing experience allowed the student to feel that the simulation had a constructive characteristic (76.4%), to understand that the thoughtful feedback occurred promptly (76.1%), and to analyze their behavior and actions (83.3%). We identified that the construction of knowledge became participatory on the part of the student (86.5%). Conclusions: The insertion of the simulated UBS as an innovative teaching practice made it possible to complement the activities aimed at the development of practical communication and attitudinal skills in a controlled and supervised environment during the period of social distancing, as well as cognitive knowledge and the importance of care in the patient-centered care. In turn, this experience has made it possible to strengthen the teaching-learning process in primary healthcare disciplines and daily practice with patients.
