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

## TL;DR

This study shows that active teaching methods improved clinical judgment for treating patients with COVID-19 in hospital settings.

## Contribution

It demonstrates the effectiveness of active teaching strategies in enhancing interprofessional clinical judgment for cardiopulmonary arrest care.

## Key findings

- Most professionals reached 'proficiency' or 'exemplary' levels in clinical judgment after the intervention.
- Active teaching methods significantly improved clinical judgment in interprofessional teams.
- Enrolled nurses showed more improvement in 'proficiency' and 'exemplary' levels compared to medical and physiotherapy teams.

## Abstract

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.

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%.

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.

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.

avaliar o efeito de estratégias ativas de ensino no julgamento clínico para atendimento da parada cardiopulmonar de pacientes com COVID-19 no cenário intra-hospitalar por uma equipe interprofissional.

estudo quase-experimental, sem grupo de comparação. Foram selecionados por amostragem não probabilística 85 profissionais. A intervenção educativa foi uma aula combinada ao treino de habilidades. O nível de significância foi de 5%.

a maioria dos profissionais foi categorizada como “proficiente” em escala de julgamento clínico (52,9%). A categoria “exemplar” representou 31,8% do total. Somente 2,4% dos participantes foram categorizados como “iniciante”, e 12,9%, “em desenvolvimento” pós-intervenção.

estratégia ativa baseada em aula expositiva dialogada combinada ao treino de habilidades impactou positivamente o aperfeiçoamento do julgamento clínico. Assim, ações educativas participativas, a partir de método ativo de ensino, desenvolveram, na maioria dos enfermeiros, os níveis “proficiência” e “exemplar”, enquanto que, na equipe médica e de fisioterapia, predominou o nível “exemplar”.