The enhancement of semiology learning through OSCE simulations and active methodologies in monitoring

Authors

  • Raigor Mesquita Aguiar Ponte
  • Amanda Araújo de Oliveira
  • Ana Yasmin Tomás Ananias
  • Anita Helena Carneiro Ibiapina Cunha
  • Arthur Valladão Athayde Mello Fitaroni
  • Caio César Cavalcante Coutinho
  • Cristiano Wendel França da Silva
  • Denise Krishna Holanda Guerra
  • Indara Carvalho Teixeira
  • José Aguiar Neto
  • José Bernardo Cardoso Simões Vieira Barbosa
  • Leonardo Aguiar Muniz Feitosa
  • Marcelo Aguiar Teófilo
  • Marine Praciano Costa
  • Nayme Martins Evangelista
  • Paula Villena Teixeira Santos Silva
  • Pedro Henrique Freire Carvalho
  • Renato de Vasconcelos Fernandes
  • Roberto Lucas Moura Ruben Pereira
  • Stefanny Campelo Lopes Aragão
  • Walter de Sá Roriz Filho
  • Yuri Matos de Aragão Bezerra
  • Goldamey Moreira Mesquita Ponte

DOI:

https://doi.org/10.54033/cadpedv21n2-024

Keywords:

semiology, monitoring, active methodologies, OSCE simulations

Abstract

This article discusses the enhancement of Semiology learning, essential in medical training, through the combination of OSCE simulations and active methodologies in monitoring. During the first semester of 2022, OSCE simulations were conducted on two occasions to prepare students for the practical test. Face-to-face meetings were conducted, addressing details about the OSCE, procedures at each station, interaction with simulated patients, and the importance of initial conduct. Guidance on station identification, safe use of PPE and effective time management was shared to optimize the quality of clinical approaches. Communication via WhatsApp facilitated the dissemination of information about the activity. The students, divided into groups, faced evaluation stations addressing topics such as somatoscopy, vital signs, cardiovascular, respiratory, abdominal and neurological apparatuses. The discussion highlights the significant training provided by the OSCE simulations, promoting self-assessment, identifying areas for improvement, and the crucial role of monitors. Low adherence in some classes is observed, with preference of students for activities prior to evaluations. The conclusion highlights the effectiveness of OSCE simulated semiology monitoring, preparing students for practical assessments, increasing self-confidence and stimulating interest in the discipline.

References

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Published

2024-02-09

How to Cite

Ponte, R. M. A., de Oliveira, A. A., Ananias, A. Y. T., Cunha, A. H. C. I., Fitaroni, A. V. A. M., Coutinho, C. C. C., da Silva, C. W. F., Guerra , D. K. H., Teixeira, I. C., Aguiar Neto, J., Barbosa, J. B. C. S. V., Feitosa, L. A. M., Teófilo, M. A., Costa, M. P., Evangelista, N. M., Silva, P. V. T. S., Carvalho, P. H. F., Fernandes, R. de V., Pereira, R. L. M. R., Aragão, S. C. L., Roriz Filho, W. de S., Bezerra, Y. M. de A., & Ponte, G. M. M. (2024). The enhancement of semiology learning through OSCE simulations and active methodologies in monitoring. Caderno Pedagógico, 21(2), e2666. https://doi.org/10.54033/cadpedv21n2-024

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Section

Articles