Realistic simulation in teaching cardiovascular electrical monitoring and therapy

an experience report from a medical course

Abstract

Introduction: Realistic simulation has become established as an active methodology in medical education, especially in the development of clinical skills in emergency situations, configuring itself as a simulation-based training strategy. In this context, the monitoring of the Skills Training III (TH III) discipline was structured to support the teaching of cardiovascular electrical monitoring and therapy to basic cycle students. Objective: To describe the experience of four monitors at a higher education institution in Belo Horizonte (MG), during the first semester of 2025, highlighting their contributions to the teaching-learning process. Experience Report: The monitoring was carried out by four monitors in the first semester of 2025. There were 12 face-to-face meetings in the simulation laboratory, with an average of six students per session, totaling 72 participants. The students practiced the use of the multiparameter monitor, recognition of cardiac rhythms, and performance of cardioversion and defibrillation in simulated scenarios, with the support of structured debriefing and individualized feedback. Final Considerations: Realistic simulation fostered the development of clinical reasoning, autonomy, and student confidence, in addition to increasing engagement in activities. Horizontal interaction between monitors and students contributed to a more welcoming and participatory learning environment, conducive to expressing doubts and repeated practice. Beyond the gains for the students, the monitoring promoted the improvement of the monitors' technical, communicational, and pedagogical skills, reflecting in professional maturity. The experience also highlighted the potential of realistic simulation as an effective tool in teaching critical skills in cardiovascular emergencies.