É brincando que se aprende! Uso de jogos educativos como estratégia na construção do conhecimento em Assistência Farmacêutica

Abstract

A educação centrada no estudante, como principal responsável na construção do seu próprio conhecimento, é extremamente importante para que as metodologias de ensino tradicionais cada vez mais sejam substituídas por metodologias ativas de ensino-aprendizagem. Trata-se de relato de experiência entre monitores e docente da disciplina de Política de Saúde e Gestão da Assistência Farmacêutica do curso de Farmácia da Faculdade de Ciências Farmacêuticas da Universidade de São Paulo (USP), com o objetivo de relatar a experiência no desenvolvimento de jogos educativos como estratégia na construção do conhecimento na área da Assistência Farmacêutica. A gamificação se mostrou uma estratégia pedagógica aplicável ao ensino remoto e em turmas com grande quantidade de estudantes, sendo capaz de motivar e facilitar o aprendizado, tornando esse processo mais prazeroso e estimulando os estudantes de Farmácia a superarem os seus próprios resultados de aprendizagem.

The role of active learning methods in teaching pharmaceutical care – Scoping review

“…The results showed an improvement in student readiness to validate prescriptions, interview the patient, and develop a pharmaceutical care plan that was sustained through another year of study. Faustino et al (2022) [ 40 ] Faculty of Pharmaceutical Sciences, University of Sao Paulo/first year pharmacy students Pharmaceutical services such as medicine selection and health education creating virtual pharmaceutical games by students In the opinion of students and teachers, the method was motivating and facilitating learning, although the students lacked the opportunity to play the games designed by individual groups. …”

“… PC aspect Authors Pharmaceutical care for a patient suffering from a specific disease (e.g. diabetes) Benedict & Schonder (2011) [ 22 ] Campbell et al (2012) [ 24 ] Sterrett et al (2012) [ 25 ] Katoue & Al Haqan (2013) [ 26 ] Martinez et al (2017) [ 34 ] Marvanova & Henkel (2018) [ 36 ] Dispensing the prescription in the context of correctness, verification of medical recommendations and detection of drug problems Limberger (2013) [ 27 ] Lucas et al (2013) [ 28 ] Waitzman & Dinkins (2013) [ 31 ] Gossenheimer et al (2017) [ 33 ] Nasser et al (2021) [ 39 ] Patient education (pharmacist as an educator) Lucas et al (2013) [ 28 ] Foppa et al (2021) [ 38 ] Nasser et al (2021) [ 39 ] Faustino et al (2022) [ 40 ] Patients' medicines related needs Mesquita et al (2015) [ 32 ] Faustino et al (2022) [ 40 ] Develop a pharmaceutical care plan Woelfel et al (2011) [ 23 ] Norose (2013) [ 29 ] Geriatric care Woelfel et al (2011) [ 23 ] Cultural competency Prescott & Nobel (2019) [ 37 ] …”

“… Katoue & Al Haqan (2013) [ 26 ] Limberger (2013) [ 27 ] Lucas et al (2013) [ 28 ] Gossenheimer et al (2017) [ 33 ] Marvanova & Henkel (2018) [ 36 ] Nasser et al (2021) [ 39 ] Role play “Role play is a dramatic technique that encourages participants to improvise behaviors illustrating expected actions of persons involved in defined situations” [ 42 ] Sterrett et al (2012) [ 25 ] Katoue & Al Haqan (2013) [ 26 ] Mesquita et al (2015) [ 32 ] Nasser et al (2021) [ 39 ] Simulation High-fidelity experiences that use standardized patients or are conducted in a realistic conditions, e.g. in contact with the real patient [ 42 ] Woelfel et al (2011) [ 23 ] Sterrett et al (2012) [ 25 ] Norose (2013) [ 29 ] Mesquita et al (2015) [ 32 ] Foppa et al (2021) [ 38 ] Virtual exercises “A computer generated display that allows or compels the user (or users) to have a sense of being present in an environment other than the one they are actually in, and to interact with that environment” [ 43 ] Benedict & Schonder (2011) [ 22 ] Gossenheimer et al (2017) [ 33 ] Czepula et al (2018) [ 35 ] Faustino et al (2022) [ 40 ] Educational games “Educational games (or serious games) are specifically designed to teach people about a certain subject, expand concepts, reinforce development, or assist them in drilling or learning a skill or seeking a change of attitude as they play” [ 44 ] Prescott & Nobel (2019) [ 37 ] Team-based learning “The learner-centered, teacher-directed instructional approach f...…”