Ensino da ultrassonografia point-of-care na graduação médica
DOI:
https://doi.org/10.54143/jbmede.v2i3.57Palavras-chave:
Ultrassonografia, Educação de graduação em medicina, Sistemas automatizados de assistência junto ao leitoResumo
O objetivo deste estudo foi analisar o histórico e os fatores associados ao ensino da ultrassonografia point-of-care na graduação de medicina. Trata-se de uma revisão sistemática da literatura, conduzida nas bases de dados PubMed®, Cochrane Library, Portal de Periódicos Capes e Biblioteca Virtual em Saúde, utilizando descritores controlados. Foram inclusos artigos que abordassem os benefícios e/ou entraves do uso da ultrassonografia point-of-care no currículo da graduação de medicina. Foram encontradas 959 referências, sendo que, destas, 42 foram incluídas na análise final; 64,3% eram estudos norte-americanos. Na maioria, os currículos foram implementados do primeiro ao quarto ano (28,6%), no primeiro e segundo ano (17,1%) ou no sexto ano (17,1%) da faculdade. Mostrou-se principalmente que a integração do ensino da ultrassonografia point-of-care na graduação de medicina é viável, já que a ultrassonografia é uma ferramenta de ensino valiosa e bem recebida pelos discentes. Além disso, esse ensino aumenta o conforto dos alunos e a capacidade de obter imagens de ultrassonografia precisas para fins diagnósticos e procedimentais. A incorporação da ultrassonografia point-of-care nos currículos e programas de ensino médico ainda está em desenvolvimento, mas os dados existentes já apontam que a inserção dessa ferramenta no processo de educação médica é possível e apreciada pelos discentes.
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