Efeito da realidade virtual na autoconfiança, motivação e aquisição de competências clínicas em estudantes de medicina: ensaio clínico randomizado

Abstract

The teaching and learning process is related to the individual's level of motivation, which increases the greater their understanding of psychological needs. Intrinsically and extrinsically motivated behaviors are responsible for the subject's success or failure in this learning process. Thus, active learning methodologies bring the student as a protagonist in the construction of knowledge, seeking their highest level of motivation and using tools that reinforce this idea. Virtual Reality, an immersive technology tool, supports this process, which increases knowledge, confidence and satisfaction. Objective: To evaluate the effect of virtual reality on self-confidence, motivation and acquisition of clinical skills in medical students in the context of cardiology teaching. Methodology: This was an experimental study of the pre-test and post-test type applied to a random experimental group (virtual reality teaching) and a control group (traditional teaching), in students in the seventh period of the module "Dyspnea, Pain chest pain and Edema" from the medical course at the Multicampi School of Medical Sciences at the Federal University of Rio Grande do Norte. A short course was held, aiming to train students to manage acute coronary syndrome. Specific questionnaires were applied to assess motivation, self-confidence, skills and experiences using virtual reality, in addition to a sociodemographic questionnaire. Results: The averages of confidence in intervening appropriately in an individual with chest pain, in recognizing signs and symptoms of a cardiac event, in accurately assessing an individual with dyspnea, in evaluating the effectiveness of interventions in an individual with chest pain, and the motivation to believe in being an important activity and personal decision were significantly greater in the control group in the pretest in relation to the experimental group. At post-test, confidence in accurately assessing an individual with chest pain and in intervening appropriately in an individual with chest pain were significantly higher in the control group. Global motivation in the control and experimental groups differed significantly across the interventions. Conclusions: The difference in average confidence and motivation was more evident in the group with traditional education at a pre-intervention moment. The acquisition of skills was similar between the experimental and control groups.