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- ItemSomente MetadadadosCritérios De Qualidade Para Educação Permanente Em Saúde Na Modalidade À Distância: O Contexto Do Curso De Especialização Em Saúde Da Família Una-Sus/Unifesp(Universidade Federal de São Paulo (UNIFESP), 2017-11-30) Joaquim, Juliana Bezerra [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The distance education has been proliferated globally in large proportions, including in the health area, and to serve better all the public, the responsible agencies of education in the country has been working hard on the issue of quality education. Concerned about the formation and the offers of distance courses, many have been the advances over the years. Recently, Resolution nº 1 of March 11th, 2016, which establishes National Guidelines and Norms for the Offering of Programs and Higher Education Courses in Distance Mode, was published. Since then, the Education Institutions that proposed to provide education in this modality can follow these inductors, as well as being the base for the evaluation policies and processes and regulation of courses and Higher Education Institutions. However, taking into account the big offer of postgraduate courses in the health area, by the distance modality, it becomes urgent the evaluation of these courses. Objective: to identify and to analyze the quality criteria for Permanent Health Education, in the distance modality in the specialization course in Family's Health, offered by the UNA-SUS/UNIFESP, by the perception of the participants of the research, which were students, tutors and coordinators of this course; to analyze the pedagogical project of the course and to compare the emphasized topics in the speeches of the participantes with the inductors suggested by the Education Ministry. Method: Descriptive, exploratory and qualitative research, which followed these methodological steps: bibliographic research and empirical research, with the proposal that both could provide important data about the quality criteria adopted by the UNA-SUS' Family Health Specialization course. That is, the perception of the quality of the distance education in the permanent education in health emerged by the participants. Results: After analyzing the data, there were some particularities related to the permanent education in health, emphasized by the participants of the research, which must be treated and worked exclusively and gradually, it was also possible to observe a proximity between the quality criteria already divulged by the Education Ministry, in the speeches of the participants of this research. Considerações Finais: With the results, it was possible to define possible quality criteria for permanent health education in the distance modality, being available as a product of this research, to guide and help education institutions that offer courses in the health area in this modality.
- ItemAcesso aberto (Open Access)Estudo da Trajetória Navegacional do Médico com interesse em Diagnóstico por Imagem em Ambiente Virtual de Aprendizagem no Contexto da Educação Continuada(Universidade Federal de São Paulo (UNIFESP), 2020-09-14) Albanez, Maria De Fatima Bazoni [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; Universidade Federal de São PauloThis study describes the medical student's navigational trajectory by mining secondary data recorded in the virtual learning environment. The research, on whose data he relies, had an exploratory, descriptive character, with a quantitative approach and involved the understanding of the student's navigation in a set of virtual learning objects, which made it possible to interpret the quantitative data collected through the analysis of the data log records generated by the educational technological system. This research was carried out on Cetrus Diagnósticos, Ltda, using the information stored in the database of students enrolled in self-instructional distance learning courses, on the topic Diagnostic Imaging and who used the virtual learning environment AVA to carry out their studies. The study included all students who accessed the virtual learning environment; and those who did not have access were excluded. Data collection was performed in the AVA - Moodle, based on the records that generated access report data, which allowed to view each of the course activities and the number of times that this activity was accessed. The data analysis process took place by mining the selected data from the fields of interest and generating the infographics, using the statistical package SPSS - Statistical Package and the spreadsheet software MS-OFFICE Excell®. With support in the planned records, it was possible to obtain statistics from the student's navigational data that allowed to map the choices that the student made during his studies. By knowing how this process occurred, through the analysis of students' navigational behavior, it was possible to unveil a scenario that contributed to the pedagogical designs of the courses, favoring learning and communication, and, in alignment with the interest and motivation of the student. Student, also compete to guide decisions about investments in the production of teaching materials, identify risks and characteristics that indicate the possibility of dropping out, failing or dropping out and to understand digital learning, which is characteristic of contemporary times.
- ItemAcesso aberto (Open Access)Motivação dos alunos da área de estética em curso oferecido na modalidade a distância: contribuições para processos educativos em saúde(Universidade Federal de São Paulo (UNIFESP), 2021) Pela, Flavia Maria Pirola [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; Universidade Federal de São PauloScience plays a crucial role in society, being responsible for the discovery, production and dissemination of knowledge. In other words, we use science and technology to facilitate and improve people's lives. Non-face-to-face education has, for a long time, revolutionized the pedagogical plans of almost the entire world, in both developed and developing countries, either in the context of formal education or in the areas of professional training through distance education (EaD). The purpose of this research is to identify the students' perception related to motivation of learning in the Aesthetics and Cosmetics under graduate distance course at University Cruzeiro do Sul. This study is quantitative with retrospective analytical/descriptive design and was based on Motivation Strategy Questionnaire for Learning (MSLQ), an instrument that consist in 17 questions designed from the classical theories of social cognitive learning, and which are widely used to predict academic performance. MSLQ was applied in a group of 422 respondents, with return on a type Likert scale, from 1 to 7, through anonymous responses, verifying the level of reliability of the research by presenting an acceptable Cronbach’s alpha. It is noticeable that teaching strategies in addition to the relationship between teacher and student and obtaining good grades, in EaD environment, directly influence the quality of teaching and the motivation of students, and when maintained for a prolonged period of time, make it possible for this group to remain motivated and willing to develop their studies in an organized manner, enhancing the learning.
- ItemAcesso aberto (Open Access)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.
- ItemSomente MetadadadosO Processo De Ensino E Aprendizagem Em Ambientes Virtuais: A Constituição Do Ethos Discursivo No Gênero Fórum(Universidade Federal de São Paulo (UNIFESP), 2017-03-20) Alves, Valeria Espanha [UNIFESP]; Silva, Sandro Luis Da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This dissertation inserts itself in the postulates of Discourse Analysis of French line, and of Applied Linguistics and aims to analyze the studies of the language about the ethos and the constitution of the discursive ethos of the subjects involved in the situation of teaching and learning in Distance Education, in the genre forum discussion. It presents as a guiding principle to defend the idea that, in this digital genre, there is an interaction between the subject enunciators that implies the construction of knowledge and the constitution of discursive ethos by coercions characteristic of the academic discourse and the genre. For the construction of the discursive ethos, the subject enunciator can use of individual enunciative strategies that influence or not the belonging of the subject to a particular community of discourse. Our initial hypothesis is that, by means of stereotypes, the discursive ethos of the enunciative subject submitted to the scenography of digital pedagogical shows in a first time, the academic, the literate, subordinate to the norms, autonomous and researcher - of the students – and, dynamic, flexible, expert, manager, and mediator - the teacher. To do so, we selected 20 posts made between a teacher and 13 students. The criterion of choice considered the collective interactions that joining six or more posts in a same group, aiming to collaborative action. The theoretical basis for this research was based mainly on the studies of Maingueneau (1997, 2008, 2010, 2013 e 2015) regarding the discourse, in Silva (2014) regarding collaborative learning and in Moore e Kearsley (2007) to treat the new technologies and discursive forum genre. For analysis, we invested in the following categories: discursive ethos, scenes of enunciation, global semantics and the linguistic traces of person and non-person of the speech. The results demonstrate that the presence of the teacher is essential to mediate the construction of knowledge, since the students themselves do not keep the discourse with a focus on the topic of discourse; the most it stands, leaves to fulfill the activity on the last day of term, without regard to the performative character of the process from intra to inter-learning, when you do not support your argument, being a discursive ethos distanced from contestation. From these results, we conclude that these students still do not have the cultural maturity to act in this modality of education, do not see the genre forum as a space of discussion for placements, and to expand their knowledge, from the analysis, it was verified that their
- ItemSomente MetadadadosTecnologias digitais de informação e comunicação como facilitadoras dos processos educativos da Educação Permanente a Distância: contribuições no contexto da UNA-SUS/UNIFESP(Universidade Federal de São Paulo (UNIFESP), 2019-05-09) Akiyama, Marlene Sakumoto [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Information and Communication Digital Technologies support Distance Education by subsidizing the teaching and learning process with technological resources. In the area of Health, the Distance Education and Information and Communication Digital Technologies contribute to the public policies for the training of health professionals of the Brazilian National Health System (SUS) through Permanent Education in Health. Since 2010, the Federal University of São Paulo participates in the SUS Open University Program and supports the Permanent Education in Health offering the Specialization Course in Family Health in the distance modality to health professionals of the SUS. In this context, Information and Communication Digital Technologies contribute with tutors and coordinators of educational projects providing tools, resources and composing a virtual learning environment that enables the development of educational processes as well as favors student learning. This research aims to investigate how Digital Information and Communication Technologies can contribute to improve the teaching and learning processes of the actors involved (students, tutors and coordinators) in the Specialization Course in Family Health UNA-SUS/UNIFESP. The result of the research subsidized the decision-making process regarding the development of digital technological resources that contributes with the teaching and learning process. The study is descriptive, with a mixed approach and it was applied the technique of focus groups with students, tutors and coordinators. Content analysis was used and as results, besides technological Resources, they emerged more three thematic core: Virtual Learning Environment, Teaching and Learning Processes and other themes. Of these 4 thematic core emerged 13 categories and 23 subcategories. Highlighting the category "Research and development of technological solutions", the focus of this research, with 8 subcategories of technological needs, such as the use of chatbot, big data, anti-plagiarism, spell checker, among others. These and other results obtained are subsidies for the development of solutions that contribute to the process of teaching and learning in courses of permanent education in distance health as well as other distance courses in general.
- ItemAcesso aberto (Open Access)Tutorial para apoio na elaboração de estudos acadêmicos de pós-graduandos do Mestrado Profissional em Tecnologia, Gestão e Saúde Ocular(Universidade Federal de São Paulo (UNIFESP), 2021) Souza, Carlos Roberto De [UNIFESP]; Graziosi, Maria Elisabete Salvador [UNIFESP]; Universidade Federal de São PauloBackground: analyzing the difficulties of graduate students in preparing studies is relevant and should be a priority in the strictu sensu training period. From this perspective, Virtual Learning Environments are a reality by providing training opportunities accessible at any time and place. The emerging need to use computational techniques for rapid dissemination of knowledge and the current network infrastructure available worldwide makes it possible to use digital tools in order to overcome barriers to learning and complement the teaching and learning process. Aims: to develop a tutorial on the technical elaboration of thesis for students of the Professional Master's Degree in Technology, Management and Ocular Health at the Federal University of São Paulo. Methods: the methodological steps include a thematic scope study, literature review, adequacy and description of norms and requirements of the academic context, and creation of a tutorial to assist students of the Professional Master's Degree in Technology, Management and Ocular Health. Techniques for the preparation of studies and academic presentations were used based on the effective use of technological resources for publishing and visual didactic resources. In order to facilitate this process, Microsoft Word® and Microsoft PowerPoint® software tools were used. Results: this study showed the various forms of formatting and configuration required in an academic work based on the standards required by the Federal University of São Paulo, providing reliable guidance to graduate students from the aforementioned institution. Conclusion: the tutorial comprised stages of understanding and guidance on the structure of pre-textual, textual and post-textual elements in force in the institution's official formatting manuals, based on graphic and didactic demonstrations on the Microsoft Word® and Microsoft PowerPoint® platform.