Simulation in medical graduation: teaching of pharmacology

ABSTRACT Introduction: Medical education faces the significant challenge of making classes, especially in the basic cycle such as pharmacology, more dynamic. This new pedagogical scenario should promote problem-solving and practical-theoretical integration, essential for medical training. In this context, active methodologies have emerged as effective tools to catalyze this transformation. Among these methodologies, realistic simulation has stood out for its ability to make classes more dynamic and interactive, increasing student participation and facilitating the practical application of theoretical concepts. The use of realistic simulation in basic sciences, such as pharmacology, is particularly relevant, especially considering the limitations imposed by the ban on the use of animals in educational practices, which previously played a central role in medical training. Objective: To validate and promote the use of realistic simulation in pharmacology education, aiming to explore its impact on students’ learning and memorization. Methods: Students from the fifth semester of the medical course who were enrolled in the pharmacology class (n=131) were invited to participate in the study. To evaluate the effectiveness of using realistic simulation compared to reading clinical cases, practical classes from both groups of the subject were utilized to teach methodologies in addition to the theoretical class to which both groups were submitted. Learning and memorization were then compared using evaluation questionnaires administered immediately after the practical classes and 15 days later. The topics addressed were asthma and diabetes mellitus. Results: The diabetes mellitus simulation improved learning immediately after the class (U=1075, p<0.001) but did not enhance the students’ long-term memory (U=1022, p=0.1490). The asthma simulation did not improve learning (U=1574, p=0.4505) or long-term memory (U=1222, p=0.3222). A global analysis of the experience showed that realistic simulation improved learning of the proposed topics (U=5282, p<0.01); however, when comparing the proportion of correct answers per question according to the teaching methodology, no statistically significant difference was found (p=0.09). Conclusion: It was found that realistic simulation has a positive effect on practical pharmacology classes, contributing to more effective and dynamic learning. These results suggest that realistic simulation can be a valuable tool for teaching basic sciences in medical education.