Avaliação do homem virtual em hanseníase na aprendizagem baseada em equipes (team-based learning) na graduação médica

Abstract

The rapid evolution of telecommunication resources signals the need for innovation in the construction of knowledge.Today, teaching is a challenging task, since study materials must spark the interest of learners, considering the highly technological milieu enveloping their lives. Team-based learning (TBL), a student-centered strategy for group learning, has been shown to provide greater retention of knowledge than traditional education methods. Nonetheless, few studies have addressed the use of audiovisual tools in TBL. The Virtual Human Project is a powerful tool comprising 3D computer-generated imagery videos designed to facilitate content comprehension. Endemic to Brazil, leprosy (Hansen’s disease) has irreversible consequences. Effectively addressing this illness in medical schools is a crucial step towards its control, and the use of virtual educational tools can motivate learners to focus on this topic. This study sought to evaluate the impact of two Virtual Human leprosy videos on knowledge retention during a TBL session, compared with a standard TBL session, and evaluate students’ satisfaction with this tool. The study comprised 94 third-year students of the medicine undergraduate program of the Universidade Federal de Mato Grosso do Sul, Brazil. Participants were randomly assigned to one of two groups: an exposed group (n = 47) that attended a TBL session in which two Virtual Human leprosy videos were shown; and an unexposed group (n = 47) that attended a standard TBL session in which a video unrelated to leprosy was shown. The level of knowledge acquired was evaluated using individual multiple-choice tests applied before and after the sessions, and also by group tests and a clinical case quiz. Participants evaluated the videos using a Likert scale–based questionnaire. In the exposed group, a statistically significant improvement was observed on comparing pre- and post-video mean individual scores (p<0,0001).In the comparison between groups, mean individual scores obtained after video viewing were 8,05±1,31 for the exposed group and 7,18±1,50 for unexposed individuals — a significant difference (p=0,0001). No significant differences were observed in the scores on group tests (p=0,6333) or the clinical case quiz (p=0,4533). Learners regarded the Virtual Human videos as a resource capable of enhancing motivation and facilitating content comprehension, and requested more videos for other courses. The results revealed that iconographic resources such as the Virtual Human can be employed as a complementary educational tool in TBL-assisted undergraduate programs, with potential gains in knowledge consolidation and study motivation.