Banca de QUALIFICAÇÃO: ELOISE ALINE DE NEGREIROS CAMARA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ELOISE ALINE DE NEGREIROS CAMARA
DATE: 03/02/2025
TIME: 10:00
LOCAL: Online: https://meet.google.com/wxa-vamf-awz
TITLE:

Peer thyroid physical examination with the support of a digital guide: ateaching suggestion for the Medical Course

KEY WORDS:

Thyoid gland; physical examination; medical education; study guide; digital guide; peer physical examination.

PAGES: 59
BIG AREA: Ciências da Saúde
AREA: Medicina
SUMMARY:

Introduction: Thyroid physical examination is an essential skill for clinical practice. Typically, it is taught through theoretical classes, observation, and training on real patients, without a systematic guide. This compromises the uniformity of learning, given the number of students per patient, the need for repetition, and, most importantly, patient safety. As a result, some students are unable to develop this skill efficiently throughout their medical education. Objectives: To evaluate whether the systematization of thyroid physical examination, supported by a digital guide and peer training, improves the performance of this skill compared to the traditional teaching model. Methods: The initial stage involved constructing a systematic teaching model for thyroid physical examination, which resulted in the production of a digital guide and an assessment checklist, validated by expert consensus. These will be employed in the next stage of implementing an educational strategy involving medical students. A quantitative study was conducted, dividing students in two groups: the training group, consisting of students at the beginning of the course and just starting to learn thyroid physical examination; and the comparison group, consisting of fifth-period students who underwent the usual training. The training technique involved peer physical examination supported by a digital guide. The assessment was conducted through a checklist, which included the stages of the exam: preparation for the exam, thyroid inspection, thyroid and lymph node palpation, thyroid auscultation, Pemberton's maneuver, and recording the findings of the palpation in the medical record. The training group underwent this technique and assessed through the checklist, while the comparison group was only subjected to the checklist to evaluate the thyroid physical examination. The objective was to compare the two teaching methods. Results: In the analysis of the block of items with the steps of the thyroid physical examination arranged in the checklist, it was found that the training group was superior in all items, with p<0.05. In the individual analysis, the component that stands out the most is the preparation for the exam, where all items were statistically significant in the training group. In the inspection, there was a significant difference in two of the six items. In palpation, the groups differed in patient positioning, search for vascular thrill, and mention of lymph nodes. Regarding the mention of performing thyroid auscultation and Pemberton's maneuver, the superiority of the training group was evident. In the medical record stage, the groups were similar, with the exception of two items. Discussion: The assessment based on the checklist suggests a positive correlation between the teaching method using the systematic guide associated with the peer physical examination technique and the performance of this skill. Conclusions: Based on the research conducted, systematizing the teaching of thyroid physical examination through a digital teaching guide associated with the Peer Physical Examination (PPE) technique enhanced the performance of this skill. This allows us to suggest the implementation of this teaching alternative in the medical courses at the Federal University of Rio Grande do Norte, along with a checklist to measure performance.

COMMITTEE MEMBERS:
Presidente - 1348383 - GEORGE DANTAS DE AZEVEDO
Interna - 2172036 - MARIA JOSE PEREIRA VILAR
Externo ao Programa - 3050763 - ERICO GURGEL AMORIM - UFRNExterno ao Programa - 3050287 - EUDES EULER DE SOUZA LUCENA - UFRN