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    Planejamento, implementação e avaliação de módulo optativo presencial com complementação a distância para ensino de Dermatologia
    (Universidade Federal de São Paulo (UNIFESP), 2019-06-27) Vasconcellos, Monica Ribeiro De Azevedo [UNIFESP]; Tomimori, Jane [UNIFESP]; Girão, Manoel João Batista Castello; http://lattes.cnpq.br/0973903299568770; http://lattes.cnpq.br/1123390691453566; http://lattes.cnpq.br/4552865923150241; Universidade Federal de São Paulo (UNIFESP)
    The undergraduate medical teaching process has significantly changed in the last decades. Various modalities of active teaching have been proposed in contrast or as a complement to traditional teaching. E-learning resources have been increasingly used in medical teaching and also in dermatology. Objectives: the objectives of this study were to develop and validate an optional face-to-face and distance-learning module for the teaching of dermatology. Methods: it is a study of documentary with instructional design and longitudinal analytical analysis in which, between the years of 2012 and 2016 was proposed complementary training to clinical care in Dermatology. It was proposed for students of the medical doctor in a multidisciplinary outpatient clinic in the Alpha Center for Humanization of Teaching of the Paulista School of Medicine of the Federal University of São Paulo. A module consisting of four weekly blocks of 5 hours each was developed, with outpatient activities followed by face-to-face discussions in small groups, with images to describe lesions and diagnostic discussion, complemented by virtual activities with internet resources such as free access games and tutorials , whose links were made available in the Moodle environment weekly as a homework assignment. The content comprised training in morphological description of elemental lesions, inflammatory skin diseases and common skin infections, drug eruptions, skin and systemic diseases, and skin cancer. The evaluation was based on written (multiple choice and dissertation) tests which were pre and post type cognitive tests and closed and open questionnaire with quantitative and qualitative analysis, to evaluate students' acceptance of this new training method. Results: Of the 421 students who accessed the Moodle environment, 354 students (56.28%) did the written tests, 357 (56.75%) did the multiple choice and 297 (47.22%) answered the questionnaire. In the overall assessment, considering the students who did the two tests before and after the course (n = 229), there was a significantly better performance at the end of the training, compared to the beginning (p <0.001), with median grades respectively, of 4.6 and 5.8; the performance in the descriptive tests increased significantly after the module (p <0.001) with medians respectively of 4.7 and 6.7 before and after the course, as well as the performance in the multiple choice tests (p <0.001) with medians respectively 4.4 and 5.0 before and after the module. In response to the questionnaire, the students reported previous difficulties with learning in dermatology in general and especially in the description of elementary lesions. Most found no difficulty in the course and approved the format of discussions in small groups, in addition to the material made available virtually, considered interactive and didactic. Problems of personal organization were also reported in the accomplishment of the tasks. Several cited a need for more care for patients at this stage of the medical school internship. They devoted one to three hours a week to virtual activities. The blended model was considered adequate by 71.04% and 85.19% identified a contribution to learning. Conclusion: this interactive, blended module, using free access internet resources, was effective in reinforcing concepts in dermatology and increasing knowledge of common skin diseases and in the ability to morphologically describe cutaneous lesions in the student population studied.