Implicações do treino de habilidades e cenários simulados na motivação para a aprendizagem de estudantes de medicina: estudo experimental

Abstract

Objective: to verify the effect of skills training and simulated scenarios performed subsequently or belatedly on the motivation for learning of medical students. Method: 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. Results: 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). Conclusion: skills training and simulated scenarios increase student motivation. However, there is a need to better understand the impacts of different intervals between activities.