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Implications of the training of simulated skills and scenarios on the motivation for learning medical students:
Barbara Casarin Henrique-Sanches1,2, Raphael Raniere de Oliveira Costa3, Rodrigo Guimarães Dos Santos Almeida4
1Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil.
Abstract:
to verify the effect of skills training and simulated scenarios performed subsequently or belatedly on the motivation for learning of medical students.
Abstract:
experimental pre- and post-test study with control and intervention groups. Fifty second-year medical students participated and were randomized into two groups: control group (dialogical exposure, skills training and simulated scenarios after 12 hours) and intervention group (dialogical exposure, skills training and simulated scenarios after 21 days). The Situational Motivation Scale was used for analysis.
Abstract:
all students showed increased motivation. In the control group, intrinsic motivation increased before and after the simulated scenario (p=0.011). In the intervention group, intrinsic motivation increased before and after skills training (p=0.013), before and after the simulated scenario (p=0.024) and after skills training compared to the simulated scenario (p=0.011), with a reduction in amotivation (p=0.035).
Abstract:
skills training and simulated scenarios increase student motivation. However, there is a need to better understand the impacts of different intervals between activities.
