High and low-fidelity simulation for respiratory diseases pediatric training: a prospective and randomized study

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dc.creatorBeatriz Cristina Heitmann Gomesvalente
dc.creatorMaria do Carmo Barros de Melo
dc.creatorPriscila Menezes Ferri Liu
dc.creatorBeatriz Adriane Rodrigues Gonçalves
dc.creatorRomina Aparecida Dos Santos Gomes
dc.creatorIsadora Guimarães Martins
dc.creatorAna Clara Pereira Lage de Oliveira
dc.creatorAna Luísa de Cássia Magalhães Ferreira
dc.creatorRafaella Garcia Bothrel
dc.creatorLaura Maria de Lima Belizário Facury Lasmar
dc.date.accessioned2025-05-20T20:39:29Z
dc.date.accessioned2025-09-08T22:55:10Z
dc.date.available2025-05-20T20:39:29Z
dc.date.issued2023
dc.format.mimetypepdf
dc.identifier.doihttps://doi.org/10.1016/j.jped.2023.04.007
dc.identifier.issn0021-7557
dc.identifier.urihttps://hdl.handle.net/1843/82390
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofJornal de pediatria
dc.rightsAcesso Aberto
dc.subjectSimulation Training
dc.subjectRespiratory Tract Diseases
dc.subjectEducation, Medical
dc.subjectPediatrics
dc.subject.otherSimulation Training
dc.subject.otherRespiratory Tract Diseases
dc.subject.otherEducation, Medical
dc.subject.otherPediatrics
dc.titleHigh and low-fidelity simulation for respiratory diseases pediatric training: a prospective and randomized study
dc.typeArtigo de periódico
local.citation.epage528
local.citation.issue5
local.citation.spage521
local.citation.volume99
local.description.resumoObjective: To compare high and low-fidelity simulations for the recognition of respiratory distress and failure in urgency and emergency pediatric scenarios.Methods: 70 fourth-year medical students were randomly distributed in high and low-fidelity groups and simulated different types of respiratory problems. Theory tests, performance checklists, and satisfaction and self-confidence questionnaires were used in the assessment. Face-to-face simulation and memory retention was applied. The statistics were evaluated by averages and quartiles, Kappa, and generalized estimating equations. The p-value was considered 0.05.Results: In the theory test there was an increase in scores in both methodologies (p < 0.001 ); in memory retention (p = 0.043) and at the end of the process the high-fidelity group had better results. The performance in the practical checklists was better after the second simulation (p > 0,05). The high-fidelity group felt more challenged in both phases (p = 0.042; p = 0.018) and showed greater self-confidence to recognize changes in clinical conditions and in memory retention (p = 0.050). The same group, in relation to the hypothetical real patient to be treated in the future, felt better confident to recognize respiratory distress and failure (p = 0.008; p = 0.004), and better prepared to make a systematic clinical evaluation of the patient in memory retention (p = 0.016).Conclusion: The two levels of simulations enhance diagnostic skills. High fidelity improves knowledge, leads the student to feel more challenged and more self-confident in recognizing the severity of the clinical case, including memory retention, and showed benefits regarding self-confidence in recognizing respiratory distress and failure in pediatric cases.
local.publisher.countryBrasil
local.publisher.departmentMED - DEPARTAMENTO DE PEDIATRIA
local.publisher.initialsUFMG
local.url.externahttps://www.sciencedirect.com/science/article/pii/S0021755723000591?via%3Dihub

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