[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-216779-en":3,"doc-seo-216779-105":31,"detail-sidebar-cat-0-en-105":101},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},216779,5909877438554,"Maeve","https://ap-avatar.wpscdn.com/avatar/5600025385ad2bf12a7?_k=1778553567797529272",7,"Healthcare","Adherence and Perceptions Regarding Simulation Training in Undergraduate Health Sciences - Prevalence Study","Background: Simulation techniques are expanding in medicine and are increasingly concentrated in simulation laboratories. The MSRP-USP is developing such a laboratory and seeks to understand how widely simulation resources are used across its regular undergraduate health-sciences courses. Objective: Determine the prevalence of simulation techniques in the standard curricula. Methods: Discipline coordinators were interviewed via a semi-structured questionnaire; responses were stored in a dedicated database and analyzed by group use vs. non-use. Results: Only 18.3% of disciplines used simulation, mainly computer programs. Conclusions: Use varies by course and resources remain dispersed, with maintenance and acquisition driven largely by individual initiatives.","Adherence and Perceptions Regarding Simulation Training in Undergraduate Health Sciences  \nKEYWORDS  \n– Education, Undergraduate  \n– Simulation  \n– Prevalence.  \nPALAVRAS-CHAVE  \n– Educação de Graduaçãoem Medicina  \n– Simulação  \n– Prevalência  \nRecebido em: 19/01/2010  \nReencaminhado em: 18/03/2010  \nAprovado em: 24/03/2010  \nAdesão e Percepções sobre Simulação em Graduação nas Ciências da Saúde  \nFernando Perpétuo EliasIAndré SchmidtI Antonio Pazin-FilhoI  \nABSTRACT  \nBackground: Simulation techniques are spreading rapidly in medicine. Such resources are increasingly concentrated in Simulation Laboratories. The MSRP-USP is structuring such a laboratory and is interested in the prevalence of individual initiatives that could be centralized there. The MSRP-USP currently has five full-curriculum courses in the health sciences: Medicine, Speech Therapy, Physical Therapy, Nutrition, and Occupational Therapy, all consisting of core disciplines. Goal: To determine the prevalence of simulation techniques in the regular courses at MSRP-USP. Methods: Coordinators of disciplines in the various courses were interviewed using a specifically designed semi-structured questionnaire, and all the collected data were stored in a dedicated database. The disciplines were grouped according to whether they used (GI) or did not use (GII) simulation resources. Results and Discussion: 256 disciplines were analyzed, of which only 18.3% used simulation techniques, varying according to course: Medicine (24.7.3%), Occupational Therapy (23.0%), Nutrition (15.9%), Physical Therapy (9.8%), and Speech Therapy (9.1%). Computer simulation programs predominated (42.5%) in all five courses. The resources were provided mainly by MSRP-USP (56.3%), with additional funding coming from other sources based on individual initiatives. The same pattern was observed for maintenance. There was great interest in centralizing the resources in the new Simulation Laboratory in order to facilitate maintenance, but there was concern about training and access to the material. Conclusions: 1) The MSRP-USP simulation resources show low complexity and are mainly limited to computer programs; 2) Use of simulation varies according to course, and is most prevalent in Medicine; 3) Resources are scattered across several locations, and their acquisition and maintenance depend on individual initiatives rather than central coordination or curricular guidelines.  \nRESUMO  \nIntrodução: Oensino superior tem sido constantemente pressionadopara inserir novas técnicas. Em que sepesea vasta utilização das técnicas, ainda há carência de informações sobre sua utilização e impacto. A FMRP-USPestá estruturando um Laboratório de Habilidades e necessita de dados sobre a prevalência de uso destes recursos. Objetivo: Avaliar a prevalência de recursos de simulação nos cursos oferecidos pela FMRP-USP. Métodos: Entrevista estruturada através de questionário desenvolvido especificamente aos responsáveis pelas disciplinas de graduação da FMRP-USP. Os dados obtidos foramarmazenados em banco de dados desenvolvido na plataforma Microsoft Access. Os cursos foram divididos entre aqueles que oferecem algum tipo de recurso (GI) e os que se limitam a recursos tradicionais (GII) efoi utilizado o teste de qui-quadrado para a comparação de proporções entre os grupos. Resultados: Analisou-se 256 disciplinas. O percentual de disciplinas que compuseram o GIfoi de 18,3%, variando de acordo com o curso—Medicina (24,7%), Terapia Ocupacional (23,0%), Nutrição (15,9%), Fisioterapia (9,8%) e Fonoaudiologia (9,1%). Há predominância do uso de programas de computador (42,5%) independente do curso. A origem dos recursos é de predomínio da FMRP-USP (56,3%), mas apresenta importante contribuição de outros setores. A manutenção, porém, é quase exclusividade da FMRP-USP. Os recursos estão alocados predominantemente nos Departamentos. Verificou-se grande interesse na centralizaçãodesses recursos em um laboratório de simulação. Conclusão: ","cbCaitAdSYf5nzvR","https://ap.wps.com/l/cbCaitAdSYf5nzvR","pdf",111971,2,1,5,"English","en",105,"# Abstract\n## Background\n## Objective\n## Methods\n## Results and Discussion\n## Conclusions","[{\"question\":\"What was the study’s main goal regarding simulation training?\",\"answer\":\"To determine the prevalence of simulation techniques in regular undergraduate health-sciences courses at MSRP-USP.\"},{\"question\":\"How were the data on simulation use collected and analyzed?\",\"answer\":\"Discipline coordinators were interviewed using a specifically designed semi-structured questionnaire; collected data were stored in a dedicated database and grouped by use (GI) versus non-use (GII) of simulation resources.\"},{\"question\":\"Which courses and simulation formats showed the highest prevalence?\",\"answer\":\"Simulation use was highest in Medicine (24.7%), and computer simulation programs predominated across all five courses (42.5%).\"},{\"question\":\"Why did the study emphasize centralizing simulation resources?\",\"answer\":\"Although there was strong interest in centralizing resources in a new Simulation Laboratory to facilitate maintenance, concerns remained about training and access to the materials.\"}]","Adherence and Perceptions Regarding Simulation Training in Undergraduate Health Sciences - Prevalence Study | PDF",1788827681,13,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":96,"head_meta":98,"extra_data":100,"updated_unix":29},"adherence-and-perceptions-regarding-simulation-training-in-undergraduate-health-sciences-prevalence-study","",{"@graph":37,"@context":95},[38,54,74],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,48,51],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":20},"https://docshare.wps.com/document/","Document",{"item":49,"name":12,"@type":44,"position":50},"https://docshare.wps.com/document/healthcare/",3,{"item":52,"name":13,"@type":44,"position":53},"https://docshare.wps.com/document/adherence-and-perceptions-regarding-simulation-training-in-undergraduate-health-sciences-prevalence-study/216779/",4,{"url":52,"name":13,"@type":55,"image":56,"author":61,"headline":13,"publisher":63,"fileFormat":66,"inLanguage":24,"description":14,"dateModified":67,"datePublished":68,"encodingFormat":66,"isAccessibleForFree":69,"interactionStatistic":70},"DigitalDocument",{"url":57,"@type":58,"width":59,"height":60},"https://docshare.wps.com/thumbnails/adherence-and-perceptions-regarding-simulation-training-in-undergraduate-health-sciences-prevalence-study/216779.png","ImageObject",300,407,{"name":9,"@type":62},"Person",{"url":42,"name":64,"@type":65},"DocShare","Organization","application/pdf","2026-09-11","2026-09-08",true,{"@type":71,"interactionType":72,"userInteractionCount":20},"InteractionCounter",{"@type":73},"ViewAction",{"@type":75,"mainEntity":76},"FAQPage",[77,83,87,91],{"name":78,"@type":79,"acceptedAnswer":80},"What was the study’s main goal regarding simulation training?","Question",{"text":81,"@type":82},"To determine the prevalence of simulation techniques in regular undergraduate health-sciences courses at MSRP-USP.","Answer",{"name":84,"@type":79,"acceptedAnswer":85},"How were the data on simulation use collected and analyzed?",{"text":86,"@type":82},"Discipline coordinators were interviewed using a specifically designed semi-structured questionnaire; collected data were stored in a dedicated database and grouped by use (GI) versus non-use (GII) of simulation resources.",{"name":88,"@type":79,"acceptedAnswer":89},"Which courses and simulation formats showed the highest prevalence?",{"text":90,"@type":82},"Simulation use was highest in Medicine (24.7%), and computer simulation programs predominated across all five courses (42.5%).",{"name":92,"@type":79,"acceptedAnswer":93},"Why did the study emphasize centralizing simulation resources?",{"text":94,"@type":82},"Although there was strong interest in centralizing resources in a new Simulation Laboratory to facilitate maintenance, concerns remained about training and access to the materials.","https://schema.org",{"og:url":52,"og:type":97,"og:title":13,"og:site_name":64,"og:description":14},"article",{"robots":99,"canonical":52},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":102},[103,107,111,115,119,124,127,132,137,140,144],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":104,"show_sort_weight":105,"slug":106},"Story & Novel",90,"story-novel",{"id":20,"doc_module":4,"doc_module_name":47,"category_name":108,"show_sort_weight":109,"slug":110},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":47,"category_name":112,"show_sort_weight":113,"slug":114},"Exam",70,"exam",{"id":22,"doc_module":4,"doc_module_name":47,"category_name":116,"show_sort_weight":117,"slug":118},"Comic",60,"comic",{"id":120,"doc_module":4,"doc_module_name":47,"category_name":121,"show_sort_weight":122,"slug":123},6,"Technology",50,"technology",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":125,"slug":126},40,"healthcare",{"id":128,"doc_module":4,"doc_module_name":47,"category_name":129,"show_sort_weight":130,"slug":131},8,"Research & Report",30,"research-report",{"id":133,"doc_module":4,"doc_module_name":47,"category_name":134,"show_sort_weight":135,"slug":136},9,"Religion & Spirituality",20,"religion-spirituality",{"id":135,"doc_module":4,"doc_module_name":47,"category_name":138,"show_sort_weight":135,"slug":139},"World Cup","world-cup",{"id":141,"doc_module":4,"doc_module_name":47,"category_name":142,"show_sort_weight":141,"slug":143},10,"Lifestyle","lifestyle",{"id":145,"doc_module":4,"doc_module_name":47,"category_name":146,"show_sort_weight":22,"slug":147},19,"General","general"]