Effect of active teaching strategies on interprofessional clinical judgment: a quasi-experiment.

Abstract

Objectives: to assess the effect of active teaching strategies on clinical judgment for cardiopulmonary arrest care of patients with COVID-19 in in-hospital settings by an interprofessional team.

Methods: quasi-experimental study without a comparison group. A total of 85 professionals were selected by non-probabilistic sampling. The educational intervention consisted of a class combined with skills training. The significance level was 5%.

Results: most professionals were categorized as "proficiency" on a clinical judgment scale (52.9%). The "exemplary" category accounted for 31.8% of the total. Only 2.4% of participants were categorized as "beginning" and 12.9% were "developing" post-intervention.

Conclusions: an active strategy based on a dialogued lecture combined with skills training had a positive impact on clinical judgment improvement. Thus, participatory educational actions, based on an active teaching method, developed, in most nurses, the "proficiency" and "exemplary" levels, while, in the medical and physiotherapy team, the "exemplary" level predominated.