Ensino à distância de cirurgia segura na graduação em Medicina

• Ano de defesa: 2017
• Autor(a) principal: Amaral, Adriana Gondim do
• Orientador(a): Pereira, Edna Regina Silva
• Banca de defesa: Pereira, Edna Regina Silva, Moraes Neto, Daniel Messias, Moraes, Vardeli Alves de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Saúde (FM)
• Departamento: Faculdade de Medicina - FM (RG)
• País: Brasil
• Palavras-chave em Português: Segurança do paciente; Educação de graduação em Medicina; Educação à distância; Lista de checagem; Avaliação educacional
• Palavras-chave em Inglês: Patient safety; Undergraduate Medical education; Checklist; Distance education; Educational assessment
• Área do conhecimento CNPq: CIENCIAS DA SAUDE::MEDICINA::CLINICA MEDICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12174

Introduction: Any health-related procedure involves risks; however, they can be reduced with preventive attitudes, avoiding adverse events. The learning of the World Health Organization (WHO) safe surgery checklist is a means of generating preventive measures in the operating room and training leaders for safe practices. Objective: To analyze the results of a Distance Education (EAD) in a safe surgery for undergraduates of medicine. Methodology: A quasi-experimental study, with an approach of before-and-after educational intervention, carried out in a Teaching Hospital of the Center-West Region from November 10, 2015 to January 24. The intervention was an educational action complementary to the traditional teaching module and offered through a course of 20 hours in EaD, using The Moodle Platform, about safe surgery for 45 days. The students were divided into two non-randomized groups: intervention group (n = 48) and comparison group (n = 47). Descriptive statistics, Wilcoxon test, Mann-Whitney, Chi-Square and item discrimination analysis were performed. Pre-and post-test were carried out with ten closed questions with four alternatives to verify knowledge before and after the course in EaD. After the intervention, students in the intervention and comparison group were evaluated for performance on the Objective Structured Clinical Examination (OSCE). Results: Of the 95 participants, the majority were female (67.2%), with a predominance of students under the age of 25 (53.7%). In the intervention group, 28 students (58.3%) did not know the safe surgery checklist instrument. When asked about the importance of the subject for training and for the benefit of the patient, 100% of the students answered affirmatively, and 100% also answered that errors can be avoided with the use of the checklist. In the evaluation of knowledge, students in the intervention group presented a significant increase in the mean score, from 5.10 in the pre-test to 6.16 in the post-test (p = 0.006). The means obtained in the OSCE were significantly higher (9.07) in the intervention group, when compared to the comparison group (1.06) (p <0.001). Conclusion: Students in the intervention group who participated in the EaD course presented knowledge acquisition. And a better performance in the OSCE compared to the comparison group.