Technical procedures in clinical and surgical urgencies/emergencies for simulation-based teaching

ABSTRACT Introduction: for a considerable period of time, medical education was characterized by a traditional teaching model, with questionable knowledge retention capacity and applicability. In recent years, structural changes have been implemented in the curricula and teaching plans of medical courses aiming to make undergraduate training more modern and effective. Simulation-based teaching is a possible active educational tool for this purpose. Objective: Given the dearth of literature on the subject, a study was designed, based on the opinions of teachers at Universidade do Estado do Amazonas and the development of a prioritized list of ten technical procedures in adult clinical and surgical urgencies/emergencies to be taught to students using simulation. Method: To achieve this objective, the modified Delphi method was employed in a three-stage process involving the administration of three sets of questionnaires to 22 teachers. The initial questionnaire comprised an open-ended question requiring the participants to identify at least 12 of the procedures in question. In the second round, the participant received a list of the 17 procedures chosen in the initial questionnaire and was asked to evaluate each one using the modified CAMES-NAF (Copenhagen Academy for Medical Education and Simulation - Needs Assessment Formula). In the third round, the teacher received the preliminary prioritized list of procedures according to the evaluation contained in the second questionnaire and, using a Likert scale, was able to state their degree of agreement with the list of procedures presented. A prioritized and validated list was then drawn up using the Content Validity Index (CVI), containing the 10 ranked procedures to be taught to medical students through simulation (CVI = 0.95). Results: The five procedures on the list that obtained the highest scores in the CAMES-NAF formula were endotracheal intubation, cardiopulmonary resuscitation, basic airway management, central venous access, and superficial sutures. Conclusion: A prioritized list of medical technical procedures, used in clinical and surgical urgency/emergency scenarios, which should be taught with de aid of simulation techniques to medical students was created based on the opinions of medical school teachers of Universidade do Estado do Amazonas.