Relação entre a simulação em contexto académico e competências clínicas em estudantes de Terapia da Fala: Uma revisão sistemática

Claúdia Runcan; Irina Golovanova; Inês Tello Rodrigues

doi:10.21814/rpe.32901

Autores

Claúdia Runcan Escola Superior de Saúde do Alcoitão (ESSAlcoitão), Portugal; Santa Casa da Misericórdia de Lisboa, Portugal. https://orcid.org/0009-0000-7903-3697
Irina Golovanova Escola Superior de Saúde do Alcoitão (ESSAlcoitão), Portugal; Santa Casa da Misericórdia de Lisboa, Portugal. https://orcid.org/0009-0002-4082-754X
Inês Tello Rodrigues Escola Superior de Saúde do Alcoitão (ESSAlcoitão), Portugal; Santa Casa da Misericórdia de Lisboa, Portugal; Instituto Politécnico de Leiria, Portugal. https://orcid.org/0000-0001-9953-8529

DOI:

https://doi.org/10.21814/rpe.32901

Palavras-chave:

Simulação, Aprendizagem interativa, Terapia da Fala, Educação em Saúde, Competências clínicas

Resumo

O nível de aceitação e integração de práticas de simulação tem crescido transversalmente em diferentes contextos educativos, entre os quais, o da Terapia da Fala. A simulação permite aprender e/ou aplicar diretamente os conhecimentos adquiridos num ambiente seguro, mas não é claro se estas competências são transferidas para os atos clínicos. O objetivo é analisar a relação entre as práticas de simulação em contexto académico e as competências clínicas de estudantes de Terapia da Fala. A presente revisão sistemática da literatura seguiu as orientações PRISMA. Os estudos primários foram extraídos por dois autores, das bases de dados PubMed-central, SciELO e via EBSCOhost sem restrições temporais ou de língua. Os artigos foram introduzidos, de forma independente, no programa Rayyan para a gestão do processo de triagem, seleção e duplicação de resultados. A avaliação de qualidade metodológica foi feita através da grelha Quality Assessment Tool for Quantitative Studies do Effective Public Health Practice Project. Da pesquisa, resultaram 590 artigos para triagem, e seis foram considerados elegíveis. Existem efeitos positivos reportados das práticas de simulação em contexto académico, em especial, simulações de alta-fidelidade (e.g., manequins; estudos de caso em realidade virtual) ao nível das competências clínicas interpessoais, de avaliação, de intervenção e de follow-up, bem como a autoperceção, a ansiedade e o stress dos estudantes. O nível de evidência variou de baixo a moderado. Os benefícios reportados na literatura suportam a integração de práticas educativas de simulação nos contextos de licenciatura e de mestrado em Terapia da Fala como complemento das práticas de aprendizagem mais tradicionais.

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