Keywords
Education
Medical
Patient simulation
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Abstract
Objective: To evaluate medical students' perceptions regarding the use of a dramatization strategy in the teaching and learning of anamnesis. Methods: This is a descriptive, exploratory study conducted in a medical undergraduate program in 2024, involving 87 students in their fourth semester. The students received theoretical instruction on medical interviewing techniques and were subsequently organized into groups to conduct an anamnesis with a simulated patient. The practice was supervised by faculty, and feedback was provided immediately. A questionnaire was administered to assess students' perceptions of the tool's effectiveness. The study was approved by the Research Ethics Committee. Results: A high level of satisfaction with the tool was observed, with the majority of students considering it very effective for learning, leading to a significant increase in confidence in practical application and contributing to improved performance. The applicability of the tool in other curricular units was strongly supported; group feedback was highly valued. Students perceived a safe learning environment and a positive influence on their clinical reasoning. Conclusion: Students' perceptions were positive, suggesting that dramatization is a viable and effective option in the teaching and practice of anamnesis.
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