ABSTRACT
La modalidad e-learning se ha convertido en un método que ha permitido a los profesionales de la salud actualizar sus conocimientos. Esta forma de enseñanza facilita la construcción de aprendizaje colaborativo entre quienes participan en foros de discusión. Objetivo: Describir la construcción de conocimiento colaborativo de profesionales de la salud de las comunidades virtuales de aprendizaje que participan en cursos del Programa de Educación Continua de la Escuela de Enfermería de la Universidad Católica de Chile en 2014. Método: Estudio mixto cuantitativo descriptivo y cualitativo con análisis de contenido según Earl Babbie y basado en el modelo de Gunawardena. Resultados: La construcción de conocimiento se realiza, predominantemente, en las fases I y II del modelo de Gunawardena. Conclusión: Si bien los foros permiten la construcción de conocimiento colaborativo, en áreas específicas del saber, al igual que algunos otros estudios reportados en la literatura, el conocimiento alcanza solo las primeras etapas del modelo de Gunawardena, que implicaría que comparten información y establecen desacuerdos entre los argumentos, pero no se lograría un mayor aprendizaje, es decir, generan una propuesta con las ideas del grupo, contrastan lo discutido con la experiencia personal o información existente, sin embargo no aplican los nuevos conocimientos construidos.
E-learning modality has become a method which has allowed health professionals to update their knowledge. It is a teaching strategy which facilitates the collaborative knowledge building among those participating in the discussion forums. Objective: To describe collaborative knowledge building among health professionals in learning virtual communities who participate in courses of the Continuous Education Program of the Nursing School of the Catholic University of Chile in 2014. Method: This is a quantitative, descriptive, and qualitative study with content analysis following the guidelines of Earl Babbie and based on the Gunawardena model. Results: Knowledge building takes place, mainly, in stages II and II of the Gunawardena model. Conclusion: While these forums allow the building of collaborative knowledge in some specifiareas, as it was reported in other studies, this knowledge only reaches the first stages of the Gunawardena model, which means that there is information sharing, and arguments are agreed or disagreed, but there is no further learning; in other words, the proposed group's ideas contrast the discussions around personal experiences or existing knowledge, however, the new built knowledge is not applied.
Resumo: A modalidade e-learning tornou-se em um método que permitiu aos profissionais da saúde atualizar seus conhecimentos. Esta forma de ensino facilita a construção de aprendizagem colaborativa entre quem participa em foros de discussão. Objetivo: Descrever a construção de conhecimento colaborativo de profissionais da saúde das comunidades virtuais de aprendizagem que participam em cursos do Programa de Educação Continuada da Escola de Enfermagem da Universidade Católica do Chile em 2014. Método: Estudo misto quantitativo descritivo e qualitativo com análise de conteúdo segundo Earl Babbie e baseado no modelo de Gunawardena. Resultados: A construção de conhecimento realiza-se, predominantemente, nas fase I e II modelo de Gunawardena. Conclusão: Se bem os foros permitem a construção de conhecimento colaborativo, em áreas específicas do saber, ao igual que alguns outros estudos reportados na literatura, o conhecimento só atinge as primeiras etapas do modelo de Gunawardena, que implicaria que compartilham informação e estabelecem desacordos entre os argumentos, mas não se consegue uma maior aprendizagem, quer dizer, geram uma proposta com as ideias do grupo, contrastam o discutido com a experiência pessoal ou informação existente, no entanto, não aplicam os novos conhecimentos construídos.
Subject(s)
Humans , Male , Female , Health Personnel , Knowledge , Discussion Forums , Occupational GroupsABSTRACT
BACKGROUND: Bioavailability of a particular drug can vary according to the formulation used. Therefore, studies of comparative bioavailability of different formulations of a same drug are worthwhile. AIM: To compare the bioavailability of two risperidone formulations available in the Chilean market. MATERIAL AND METHODS: The bioavailability of a local risperidone formulation (Spiron) was compared with the original formulation of the drug (Risperdal) in 12 healthy volunteers, aged 19 +/- 1 years. A single dose of 3 mg was given orally, using a randomized double blind protocol in two periods. Fifteen blood samples were obtained at regular intervals, until 24 h after drug administration. Risperidone plasma levels were measured by high pressure liquid chromatography. pharmacokinetic parameters were calculated using a computer program that is independent of compartmental analysis. RESULTS: The area under the curve of plasma concentration versus time, from 0 to infinite (ABC0-infinity) and from 0 to 24 h (ABC0-24), early exposure (ABC from 0 to maximal time) and maximal plasma concentrations were significantly lower for Spiron. Half life time and time to achieve the maximal concentration were similar for the two formulations. CONCLUSIONS: According to bioequivalence tests suggested by the Food and Drug Administration (FDA) of the United States (90 per cent confidence interval for the difference of long transformed mean pharmacokinetic parameters), the formulations Risperdal and Spiron, cannot be considered interchangeable.