BACKGROUND: Educational practices involve essential principles for the learning segment in the most varied teaching strategies, with realistic simulation being an important strategy that can be used in the curriculum matrix, enriching the teaching-learning system and expanding the skills and competences of students. However, the use of new teaching strategies requires constant assessments as to their acceptance, applicability and effectiveness, both as a teacher and as a student. Objectives: Assess the student's perception of the ability of a strategy developed in a simulation scenario, being able to promote active learning; encourage collaborative work; offer different ways of learning and applying knowledge and conducting a reflection/evaluation on your learning. METHOD: Descriptive and cross-sectional study with 110 students of the 5th semester of the Medicine course at a Medical School in Salvador-Bahia between February and June 2019, in which simulations of patient care were performed in Clinical Medicine, in the Dementia scenario, with the use of actors, with whom the students could interact. A student was drawn, or a volunteer emerged, to participate directly in the simulated attendance, while the non-drawn ones observed and made considerations after the simulation. The selected student performed patient care individually depending on the scenario presented, performing anamnesis and communication. At the end of the simulation scenario, each student answered the instrument only once “Educational Practices Questionnaire (student version)”, which was developed by other researchers and validated in Portuguese to assess the best practices used in the simulation scenario, consisting of 16 items, with two subscales (one related to educational practices and the other the importance attributed to the item), being separated into four thematic blocks: active learning; collaboration; different ways of learning; and high expectations (both teacher and student must be motivated to teach and learn). The response model is a 5-point Likert type, with the option of “not applicable” when the statement does not concern the simulated practice performed. RESULTS: A total of 91 questionnaires out of the 110 answered were considered valid and analyzed. For each thematic block, a high percentage was observed for the Frequency of agreement, varying from 94.4% for the thematic block "High expectations" to 61.5% for "Collaboration"; the frequency of disagreement was relatively low, ranging from 20.1% for “Collaboration” to no frequency for “High expectations”. A high percentage was observed for the Frequency of Importance, ranging from 98.9% for the thematic blocks "High expectations" and "Different ways of learning" to 88.4% for "Collaboration"; the Frequency of Non-Importance was relatively low, varying from 2.1% for “Collaboration” to no frequency in “Active learning” and “High expectations”. CONCLUSION: This study showed that simulation becomes a viable possibility to assist the student's preparation, because they realize that the simulation is based on good educational practices and is also considered important for learning and teamwork.

INTRODUCTION: Students selected during their early years have a strong influence on humanitarian disciplines and teacher experience. By the second year, the undergraduate student experiences impressions from previous expectations before entering college. They build professional identities from competing discourses of diversity and standardization; use and negotiate these discourses differently and experience the building process differently, depending on your unique social identities; and as a result, they build different types of professional identities. OBJECTIVE: To investigate or track students in professional identity formation from high school to medical school, in a private institution in Salvador / BA. METHODOLOGY: Cross-sectional observational study with a quantitative / qualitative approach. Students in the 5th and 6th semesters of medicine, 2019.1. Questionnaire via email, or in person. Descriptive statistical analysis, IBM SPSS Statistics20.0 program. Numerical variables were analyzed following central and dispersion trends. A qualitative analysis by content analysis. Study was cleared by the local ethics committee under approval number 03547118.6.0000.5544. RESULTS: 197 students answered the questionnaire. Mean age 21.86 +/- 2.3; 111 (56.3%) female; 88 (44.7%) Catholics; 99 (50.3%) of the 5th semester and 98 (49.7%) of the 6th semester. 197 (100%) single and 130 (69%) live with their parents. 184 (93.4%) without previous vocational training. Mean pre-vestibular course time of 1.21 years (SD +/- 1.03). 181 (91.9%) participate in some extracurricular activity. 137 (69.4%) answered vocation as motivation to do medicine. 190 (96.4%) participants answered that there was a change in the way of thinking and acting in front of the patient and humanistic issues. 161 (81.7%) answered that the expectations were met by the course. 120 (60.9%) respondents do not feel unmotivated, guilty or ashamed when they fail during clinical practice. 190 (96.4%) perceive the influence of teachers in their education. 186 (94.4%) perceive humanistic content in the curriculum. 99 (50.3%) strongly agreed that there is competitiveness within the course. 94 (47.7%) strongly agree and 72 (36.5%) agree that they feel “more medical” after the start of clinical / hospital practices. 34 (17.3%) strongly agreed, 35 (17.8%) agreed and 73 (37.1%) agreed in part that they feel using the patient as an object. 89 (45.2%) strongly agree and 80 (40.6%) agree that the choice for a specialty may be influenced by a teacher / physician / mentor. 43 (21.8%) of the participants strongly agreed that there is influence on the way they behave and dress, 69 (35%) agreed with the statement. CONCLUSION: It is possible to infer that students enter the course very young and without any experience in the higher education environment. The vocation as motivation followed by the desire for knowledge and the influence of parents and family, point to the humanistic side in choosing the course, also pointing to the influences of the hidden curriculum such as the desire of the family and the presence of a family member practicing the profession. There is satisfaction with entering the course, with their experiences and how they have positively transformed students: the proximity to the patient, the curriculum, the teacher.

Objetivo: Avaliar a percepção dos profissionais de unidade de terapia intensiva sobre o cuidado interdisciplinar no seu cenário de atuação. Métodos: Este é um estudo de caráter exploratório com abordagem qualitativa, realizado em um Centro de Terapia Intensiva Adulto em Salvador-Bahia. A população analisada foi a equipe multiprofissional – nível superior e técnico – da referida unidade, selecionada aleatoriamente num dia e turno. Foram entrevistados sete indivíduos; posteriormente, o conteúdo das entrevistas foi transcrito e os dados submetidos a uma análise temática. Foi garantido aos sujeitos do estudo anonimato e sigilo de informações mediante assinatura do Termo de Consentimento Livre e Esclarecido. Este projeto foi aprovado pelo Comitê de Ética em Pesquisa da Universidade do Estado da Bahia. Resultados: Na análise temática, os discursos foram qualificados em quatro categorias: o(s) significado(s) de interdisciplinaridade para a equipe multidisciplinar; a interdependência da equipe e a atuação interdisciplinar como potencializadora da assistência ao paciente crítico; a comunicação da equipe e suas implicações na humanização do cuidado; o papel do agente de higienização no processo de trabalho em terapia intensiva. Conclusões: Os significados de interdisciplinaridade para a equipe são diversos e englobam o senso de integração, cooperação e/ou justaposição de ações e saberes. A atuação interdisciplinar, na visão da equipe, aumenta o aproveitamento do trabalho e proporciona melhor cuidado ao paciente crítico. Assim, situações desafiadoras na prática clínica evidenciam a necessidade de efetividade na comunicação da equipe. O agente de higienização foi apontado pelos sujeitos da pesquisa como peça chave no cenário de trabalho.

INTRODUÇÃO: A simulação realística tem sido um método de aprendizagem amplamente utilizado no Brasil, sobretudo no ensino médico. Para reproduzir os cenários de atuação médica de forma mais fidedigna, o Design da simulação precisa ser bem planejado para levar o aluno ao maior nível de aproveitamento possível. OBJETIVOS: Descrever a avaliação da qualidade das características do desenho do cenário da simulação pelos dos alunos dos cursos de medicina. MÉTODOS: Estudo observacional, descritivo, de corte transversal realizado com estudantes do curso de medicina, no período de fevereiro de 2019. A amostra final foi de 90 estudantes. A Escala de Design da Simulação foi utilizada para a avaliação da estrutura do cenário da simulação. A partir da escala, as avaliações do Design da simulação pelos alunos foram tabuladas e comparadas através das médias e desvio padrão. RESULTADOS/DISCUSSÃO: Todos os itens analisados da Escala de Design da Simulação, obtiveram resultados positivos na avaliação, assim como a importância da elaboração adequada do Design. Aquele que obteve concordância predominante foi o domínio “Realismo” com média de 4,94 e desvio padrão de 0,20 e importância predominante foi o domínio “Feedback/reflexão”, com média de 4,95 e desvio padrão de 0,16. CONCLUSÃO: Os resultados deste estudo indicam percepções predominantemente positivas dos alunos do curso de medicina acerca do design construído para a simulação aplicada e da sua importância para o processo e aprendizagem. Além disso, pode-se de apontar os aspectos que precisam de melhor desenvolvimento e aprimoramento da simulação, assim como ressaltar os pontos positivos de destaque.