The use of active methodologies as teaching strategies of measuring blood pressure
DOI:
https://doi.org/10.7322/jhgd.v30.11112Keywords:
students, knowledge, blood pressure, learning, simulationAbstract
Backgroung: Blood pressure (BP) measurement is part of the physical examination performed by students in the health field. Active methodologies may be linked to the education system, with positive contributions to knowledge about BP measurement steps.
Objective: Compare knowledge about blood pressure measurement steps, before and after an educational intervention among physiotherapy and medical students.
Methods: Quasi-experimental study, with a single group that will be in control of itself, before and after the intervention, carried out in the year 2020. The evaluations were based on the active methodologies: KAHOOT, theoretical evaluation, and the OSCE method for practical evaluation. An educational intervention was carried out, using the Inverted Classroom, followed by debates, using practice and simulation for better learning. In the pre and post-intervention comparison, the Wilcoxon test was used on the theoretical and practical knowledge of students regarding blood pressure measurement.
Results: A total of 81 students, mean age 22.31 + 3.24 years. In the theoretical knowledge, from the KAHOOT, in the comparison before and after the educational intervention, a significant difference was observed in the total number of correct answers (p <0.001), except in the “patient position” step (p = 0.227). In the analysis of practical knowledge, from the checklist used in the OSCE, there was a significant improvement after the pedagogical intervention in all analyzed stages (p = 0.001).
Conclusion: educational intervention with active methodologies inverted classroom, KAHOOT, and OSCE were useful in apprehending knowledge about Blood Pressure measurement and suggests studies of broader scope.
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