目的:评估教育干预(逃生室)在获取和保留与梗塞法规相关的知识方面的功效,并比较与梗塞守则相关的其他教学方法的知识。
方法:设计了一项没有对照组的pre-post研究。经过一个月的梗塞代码大师班给予硕士学位(医生和护士),进行了教育干预,包括同一内容的逃生室,收集了各种社会人口统计数据的问卷,和关于梗塞代码的知识测试,这是在活动后立即重复和在活动后2个月结束,以及对梗塞代码的知识测试。活动后立即和2个月后的大师班。同样,活动结束后,完成了游戏化体验评估问卷(GAMEX)。
结果:32名学生接受了教育干预(12名医生和20名护士),在模拟和游戏化的初始知识方面,观察到医疗和护理专业人员之间的差异。活动结束后,基于最初的知识测试,分数提高了3.49分,硕士班后两个月的考试也反映了这种增加,保持2.08点的增长。参与者对这次经历给予了积极的评价,两个专业组之间没有显著的总体差异。
结论:护士对临床模拟有更多的了解和接触,虚拟现实和游戏化。逃生室被证明是吸收和保留硕士研究生知识的有效方法。医疗专业人员经历了更大程度的沉浸在活动中。
OBJECTIVE: To evaluate the efficacy of an educational intervention (escape room) in the acquisition and retention of knowledge in relation to the Infarction Code, and to compare the knowledge of other teaching methodologies related to the Infarction Code.
METHODS: A pre-post study was designed without a control group. After one month of the master class on the Infarction Code given to master\'s degree (doctors and nurses), an educational intervention was carried out consisting of an Escape Room on the same content, with a questionnaire that collected various sociodemographic data, and a knowledge test on the Infarction Code, which was repeated immediately after the activity and at the end of 2 months after the activity, and a test of knowledge on the Infarction Code. immediately after the activity and 2 months after the master class. Likewise, after the activity, a gamified experience evaluation questionnaire (GAMEX) was completed.
RESULTS: Thirty-two students received the educational intervention (12 physicians and 20 nurses), and differences were observed between medical and nursing professionals in terms of initial knowledge of simulation and gamification. After the activity, and based on the initial knowledge test, the score increased by 3.49 points, an increase that was also reflected in the test taken two months after the master class, where an increase of 2.08 points was maintained. The participants rated the experience positively, with no significant overall differences between the two professional groups.
CONCLUSIONS: The nurses had greater knowledge and contact with clinical simulation, virtual reality and gamification. The escape room showed to be a valid method for the assimilation and retention of knowledge in master\'s degree students. Medical professionals experienced a greater degree of immersion in the activity.