SciELO - Scientific Electronic Library Online

 
vol.33 número2Semiologia integrada: uma experiência curricular de aproximação antecipada e integrada à prática médicaQuem "liga" para o psiquismo na escola médica?A experiência da Liga de Saúde Mental da FMB - Unesp índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


Revista Brasileira de Educação Médica

versão impressa ISSN 0100-5502versão On-line ISSN 1981-5271

Resumo

VARGA, Cássia Regina Rodrigues et al. Report on an experience with simulations in the teaching: learning process in medicine. Rev. bras. educ. med. [online]. 2009, vol.33, n.2, pp.291-297. ISSN 1981-5271.  https://doi.org/10.1590/S0100-55022009000200018.

This article reports on a two-year experience with Professional Practice Simulations (PPS) as a teaching/learning process in the undergraduate medical course at the Federal University in Sao Carlos, Brazil. This medical school's pedagogical approach is based on the constructivist conception of learning and the premise that learning is not reproducing reality, but being capable of elaborating a personal representation of reality and its contents. From this perspective, after experiencing simulated situations, students are encouraged to re-signify their previous scope of information, building new significant knowledge. In this educational unit (PPS), students interact with simulated patients and have the opportunity to learn by doing and analyzing their mistakes. While students reflect on their errors, they can identify the gaps in their knowledge and cognitively substantiate their skills. Teachers interact with students as evaluators, facilitators, or consultants. This pedagogical strategy can be a powerful tool for developing clinical skills.

Palavras-chave : Medical education; Problem-based learning; Patient simulation; Clinical competence.

        · resumo em Português     · texto em Português     · Português ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons