Vaccination service in the Pharmacy undergraduate program
an experience report
DOI:
https://doi.org/10.35699/2237-5864.2024.48237Keywords:
problem-based learning, experience-based learning, health education, pedagogical experience, vaccinationAbstract
The incorporation of vaccination education into the curriculum of Pharmacy programs is necessary to meet contemporary educational demands. In this regard, the objective of this study was to describe the teacher's experience in offering a course on vaccination services in the undergraduate Pharmacy program using active teaching methodologies. To achieve this, a descriptive study, in the form of an experience report, was conducted based on the individual records of the teacher responsible for the course. After analyzing these records, three themes were identified: the teacher's experience in structuring the course, the performance of students in the course, and the use of high-fidelity simulators in practical classes. In this context, the teacher reported facing difficulties in managing practical classes due to the inherent risk of accidents with sharp objects related to the nature of the activities and the number of students, a total of 17, to be supervised. They deemed it necessary for other professionals to provide technical support on an ad hoc basis. The teacher evaluated the students' performance positively, as in addition to achieving good average scores in evaluative activities, the students demonstrated interest and engagement in the subject. The teacher found the use of high-fidelity simulators satisfactory, considering the aspect of safety provided by allowing repeated practice of administration techniques, which would not be possible in a situation where practice was conducted with real individuals. Thus, the instructor's experience highlighted contributions for the structuring and offering of a course to stimulate the development of clinical competencies related to vaccination services. Among these, the need for technical support in practical classes, the effectiveness of active teaching methodologies, and the use of high-fidelity simulators, replicating real-life care situations, stand out.
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