Basic Life Support Teaching Strategy Through the Production of Simulation Videos: A Didactic-Pedagogical Experience
DOI:
https://doi.org/10.21270/archi.v13i1.6289Keywords:
Basic Life Support, Active Learning Methodologies, Medical EducationAbstract
Objective: The present work reports a didactic-pedagogical experience in which students were encouraged to produce simulation videos addressing four themes related to Basic Life Support (BLS): support for adults, babies and children, and airway obstruction due to foreign body (OVACE) in adults and children or infants. Experience Report: The experience took place in the Medical Skills and Attitudes II discipline at Afya Faculdade de Ciências Médicas de Bragança, Bragança-PA. The students were organized into groups and guided on BLS protocols, both theoretical and practical. They then had the task of creating scripts for the videos, which addressed the proposed themes. Each video had a 10-minute limit. All students actively participated in the preparation of the itineraries and acted as rescuers and patients, with continuous support from teachers. When talking to students about the experience, the positive impact of teamwork and experiencing the roles of rescuer and patient became clear. This enriching feedback not only validates the effectiveness of the adopted teaching strategy, but also points to the relevance of innovative pedagogical strategies that encourage active student participation. Final Considerations: The implementation of simulation video production proved to be a highly effective teaching strategy for BLS. The high engagement of students in preparing and acting in the videos strengthened learning and consolidation of the knowledge acquired. Furthermore, the videos produced now serve as valuable teaching material for future classes. This innovative approach to medical skills training provided authentic and contextualized learning, preparing students more effectively for real emergency situations.
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