Teaching strategies for developing speech-language-hearing clinical reasoning: A scoping review
Estratégias de ensino para o desenvolvimento do raciocínio clínico em Fonoaudiologia: revisão de escopo
Teresa Raquel Morais Silva; Lorena Luiza Costa Rosa Nogueira; Aline Mansueto Mourão; Ana Cristina Côrtes Gama
Abstract
Keywords
Resumo
Objetivo: mapear e descrever as principais estratégias de ensino relacionadas ao raciocínio clínico nos cursos de graduação e pós-graduação em Fonoaudiologia.
Métodos: trata-se de uma revisão de escopo baseada na questão de pesquisa: "Quais são as principais estratégias de ensino utilizadas para desenvolver o raciocínio clínico em cursos de Fonoaudiologia?". A busca foi realizada nas bases de dados MEDLINE, Cochrane Library, Scopus, Web of Science e BVS. A seleção dos estudos foi realizada em três etapas: leitura dos títulos, resumos e textos completos, com a aplicação dos critérios de elegibilidade. Os dados extraídos foram: autor, ano, país, tipo de estudo, tipo de amostra, estratégia de ensino e, principais resultados. Esses dados foram sistematizados e apresentados em quadro.
Revisão da Literatura: foram selecionados 11 artigos, dos 1.032 estudos mapeados. As estratégias de ensino identificadas foram: casos clínicos virtuais, diários de aprendizagem reflexivos, supervisão clínica no estágio curricular, mapas conceituais, metodologia ativa tipo Gallery Walk, simulação e gamificação.
Conclusão: as estratégias de ensino mais utilizadas para o desenvolvimento do raciocínio clínico em estudantes de Fonoaudiologia foram os casos clínicos virtuais, seguidos da supervisão clínica do estágio curricular.
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Referências
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Submetido em:
13/11/2024
Aceito em:
17/04/2025
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