SKILLS DEVELOPED IN THE PRACTICE OF LUMBAR PUNCTURE (LP) USING THE FLIPPED CLASSROOM METHODOLOGY VERSUS CONVENTIONAL SIMULATION

• DOI: >https://doi.org/10.22533/at.ed.1594182409025

• Palavras-chave: Lumbar puncture. Simulation. Flipped classroom. Skills.

• Keywords: Lumbar puncture. Simulation. Flipped classroom. Skills.

• Abstract:

  Introduction: Given the difficulty of opportunities for students to perform LP on patients, simulation is considered an ideal teaching method6,7. The flipped classroom method (SAI) is presented as a proposal to rethink teaching and learning processes, aiming to optimize the stages of transmission and assimilation of knowledge. The main concrete motivation for this research was the attempt to find a better method of teaching this skill. Methodology: The study consisted of two phases. In the 1st, half of the students were trained in the traditional method and half in the SAI method. In the 2nd phase, these students were called upon, after a month of training, to execute a PL. The student's level of confidence was questioned before carrying out the procedure, which was assessed using a checklist. In addition, each student answered a questionnaire with five multiple-choice questions. Finally, the results of the groups were compared. Results: It was observed that the average number of correct answers to the questions was higher in the SAI group (2.57) compared to the traditional group (1.77), and the average number of items completed was also higher, 15.42 versus 14.77, respectively. Students in the traditional group needed more attempts (average of 2.33) compared to those in the SAI (average of 2.14). There was no difference in the level of confidence between the groups. The data are not statistically relevant due to the small sample. Conclusion: It was not possible to define the best teaching method for the PL skill.