Simulação e debriefing como estratégias de organização da avaliação formativa na disciplina de emergência pediátrica: uma pesquisa-ensino

Abstract

Introduction: The contemporary world demands from medical education training that goes beyond biological technical-scientific knowledge, stimulating new ways of understanding teaching-learning. The National Curricular Guidelines (DCN) for the Undergraduate Medicine Course, from 2014, drive this process. In this sense, the current Course Pedagogical Project (PPC) highlights formative assessment and feedback as strategies that guide the construction of a competent professional. The challenge is to combine cognitive and practical knowledge in the context of pediatric emergency. The simulation followed by debriefing (discussion about the simulation experience) brings reflection, new perceptions and decision making Objective: to verify conceptual acquisition and attitudinal changes regarding simulation and debriefing, as part of the formative assessment strategy in Pediatric Emergency disciplines at a public university. Method: this is qualitative research, action research in the educational field (research-teaching), with six pediatrics professors. Data collection used semi-structured online questionnaires before and after a face-to-face workshop. Teachers participated in virtual meetings to plan and build a pediatric emergency simulation station. Afterwards, a simulation took place with student volunteers who participated in the debriefing, recorded in audio and video. The data was analyzed using simple statistics and word clouds, creating thematic categories. Results: teachers recognized little mastery of the DCNs, the PPC and the objectives of the subjects. They pointed to a lack of time for planning the schedule and evaluation and feedback strategies, as well as a lack of training to practice them. A simulation workshop was put into operation (with methodological rigor and care in the face of COVID-19) using the knowledge acquired: planning the discipline from a training perspective (adjustments of institutional objectives after re-reading the PPC and DCN, and creation of a new schedule, diversifying evaluations – including simulation – and increasing the frequency of feedback), construction of the simulation station to evaluate a specific objective (care of pediatric patients in Cardiorespiratory Arrest - CPA), creation of an evaluation instrument that valued the skills and attitudes (checklist – recognition and intervention in a pediatric CA) and feedback on the experience (inserting the debriefing). Final comments: This experience brought research and teaching together, promoting greater teamwork and engagement in pedagogical actions. There was appropriation of means, instruments, methods, planning and management. It was a catalyst for teaching maturity: understanding the limitations and potential of the Pediatric Emergency Discipline, reflection on teaching and research with another level of commitment (with the group of teachers, students and management) enabling contact with teachers from other Universities, qualification professional, partnership in multicenter and multidisciplinary work. The experience of this work hopes to motivate other colleagues to experience the same movement mentioned above in their respective areas of activity and disciplines.