Use of realistic high-fidelity simulation in teaching physiotherapy
a randomized controlled trial
DOI:
https://doi.org/10.31417/educitec.v8.1740Keywords:
Teaching and Learning Process, Physiotherapy, Pedagogical RoboticsAbstract
Realistic high-fidelity simulation (RHFS) plays an important role in the education of health professions. In Physiotherapy these activities have been added to the physiotherapy curricula in the United States and Europe, however, their use in Brazil is still incipient. The objective was to compare the effectiveness of realistic high-fidelity simulation with the traditional model in the teaching of Physiotherapy. A randomized controlled trial involving an experimental group that received a two-hour lesson using realistic high-fidelity simulation with an adult intensive care patient versus a control group that received expository-dialog classes in the traditional model were used. The outcomes assessed were academic performance and satisfaction of students assessed by pre-test and post-test. Were investigated sixty-six individuals for eligibility and were randomly allocated to the GI intervention group (n = 33) and the CG control group (n = 28). Five individuals withdrew from the control intervention. A high degree of satisfaction was found after using the RHFS with an average score of 19.6 ± 0.9 (98%). No statistically significant differences were found within or between groups for the outcome of academic performance p?0.05. RHFS was well received by students, generating a high degree of satisfaction with their job and there were no statistically significant differences when compared to teaching methodologies for the outcome of academic performance.
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