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1.
Rev. medica electron ; 43(6): 1697-1706, dic. 2021.
Article in Spanish | LILACS, CUMED | ID: biblio-1409692

ABSTRACT

RESUMEN Las instituciones de educación superior de Salud han afrontado un gran reto con la aparición de la pandemia de COVID-19. Esta situación generó una ruptura de los tradicionales modelos de formación, caracterizados por la presencialidad en el aula, obligando a pasar hacia la educación a distancia, conocida en esta situación como educación remota de emergencia. Este proceso de disrupción académica, determinó acciones para lograr, aun en estas condiciones, la continuidad del curso escolar, estructurándose las mismas en dos etapas sucesivas: la primera, con predominio del principio de depósito sin interacción (estantería o repositorio), y la segunda con predominio del principio de interacción (verdadero espacio virtual de intercambio) (AU).


ABSTRACT The institutions of higher health education have faced a major challenge with the emergence of the COVID-19 pandemic. This situation caused a rupture of the traditional training models, characterized by the presence in the classroom, forcing to move towards distance education, known in this situation as remote emergency education. This process of academic disruption determined actions to achieve, even under these conditions, the continuity of the school year, structuring them in two successive stages: the first, with predominance of the principle of non-interaction deposit (shelving or repository), and the second with predominance of the principle of interaction (true virtual space of exchange) (AU).


Subject(s)
Humans , Male , Female , Coronavirus Infections , Education, Distance/trends , Schools , Universities/trends , Education, Distance/methods , Education, Distance/organization & administration , Education, Medical/trends
5.
Interface (Botucatu, Online) ; 21(63): 991-1003, out.-dez. 2017. graf
Article in Portuguese | LILACS | ID: biblio-893413

ABSTRACT

Este trabalho foi desenvolvido no contexto da Universidade Aberta do Sistema Único de Saúde, um modelo de rede interinstitucional firmado entre o setor de gestão de políticas de saúde e instituições de ensino, visando ao desenvolvimento de iniciativas de formação a distância da força de trabalho em saúde. Por meio da condução e análise de conteúdo de entrevistas semiestruturadas com informantes qualificados em quatro instituições selecionadas para o estudo, objetivou-se identificar como os conhecimentos das universidades são mobilizados a partir das demandas de formação para o Sistema Único de Saúde. Os resultados apontam que são desencadeados processos de constituição de equipes de desenvolvimento de cursos a distância, influenciados por programas preexistentes, que alavancam a mobilização e cooperação de unidades universitárias das instituições sede em resposta à demanda de formação da força de trabalho em saúde.


This study was developed in the context of the Open University of the Brazilian National Health System (UNA-SUS), an inter-institutional network model established between the health policy managerial department and educational institutions to develop distance education initiatives directed to the health workforce. Content analysis was performed on semi-structured interviews with qualified informants in four institutions, selected for the study. It aimed to identify how the educational demands of the Health System may mobilize knowledge coming from universities. The results show that team building processes are set up for distance learning courses development, influenced by pre-existing programs, that leverage the mobilization and cooperation of university units of host institutions in response to the demand for the health workforce education.


Este trabajo fue desarrollado en el contexto de la Universidad Abierta del Sistema Brasileño de Salud, un modelo de red inter-institucional firmado entre el sector de gestión de políticas de salud e instituciones de enseñanza, con el objetivo del desarrollo de iniciativas de formación a distancia de la fuerza de trabajo en salud. Por medio de la dirección y análisis de contenido de entrevistas semi-estructuradas con informantes calificados en cuatro instituciones seleccionadas para el estudio, se buscó identificar cómo los conocimientos de las unidades se movilizan a partir de las demandas de formación para el Sistema Único de Salud. Los resultados señalan que se desencadenan procesos de constitución de equipos de desarrollo de cursos a distancia, con influencia de programas pre-existentes que apalancan la movilización y cooperación de unidades universitarias de las instituciones sede en respuesta a la demanda de formación de la fuerza de trabajo en salud.


Subject(s)
Humans , Male , Female , Unified Health System , Health Education , Staff Development/methods , Staff Development/organization & administration , Education, Distance/methods , Education, Distance/organization & administration , Education, Continuing
6.
EmRede: Rev. Educ. a Dist ; 4(1): 38-51, 2017.
Article in Portuguese | LILACS, RHS | ID: biblio-877410

ABSTRACT

INTRODUÇÃO: Este artigo faz uma análise do modelo pedagógico utilizado no período inicial de implantação (2009-2012) e funcionamento do Sistema Universidade Aberta do Sistema Único de Saúde (UNA-SUS), OBJETIVOS: identificaR os marcos conceituais que apoiam o desenvolvimento das ações educacionais e o seu alinhamento com as necessidades de aprendizagem dos profissionais de saúde frente ao modelo de atenção à saúde do SUS. MATERIAL E MÉTODOS: Discute ainda, se a inclusão das competências profissionais em saúde e a efetiva incorporação da educação permanente em saúde nas ações pedagógicas, desenvolvidas pelas Instituições de Ensino Superior na UNA-SUS, pode ser um fator promotor do maior alinhamento dessas ações educacionais com as necessidades do serviço no ponto do cuidado. CONCLUSÃO: Para a efetivação desse modelo, há suficientes recursos técnicos e pedagógicos disponíveis na rede UNA-SUS, tais como: redes sociais de aprendizagem, gamificação, simulações e jogos, além das pesquisas acumuladas sobre o uso das competências profissionais na educação em saúde.


INTRODUCTION: This article analyzes the pedagogical model used in the initial implementation (2009-2012) and operation of the Open University of SUS (UNASUS). OBJECTIVE: identifying the conceptual frameworks which supports the development of educational actions and their alignment with the learning goals established, based on the model of health care recommended by SUS. MATERIAL AND METHODS It also discusses whether the inclusion of Health professionals competencies as reference and the effective incorporation of lifelong Pedagogical actions, developed by UNA-SUS, may be a factor promoting greater alignment of these actions with the needs identified in the health services network. CONCLUSION: For the implementation of this model, there are sufficient technical and pedagogical resources available on the UNA-SUS network, such as: social learning networks, gamification, simulations and games, as well as accumulated research on the use of skills professionals in health education


Subject(s)
Humans , Universities/organization & administration , Unified Health System/trends , Education, Distance/organization & administration , Professional Competence , Health Personnel/education , Education, Continuing , Health Human Resource Training
7.
Rev. gaúch. enferm ; 37(2): e56984, 2016.
Article in Portuguese | LILACS, BDENF | ID: biblio-960733

ABSTRACT

RESUMO Objetivo Analisar a percepção dos profissionais de saúde que atuam na atenção primária sobre a contribuição dos cursos realizados pelo Canal Minas Saúde no seu processo de trabalho. Método Estudo exploratório, descritivo, com abordagem qualitativa do qual participaram 38 profissionais que atuam na atenção primária de três municípios pertencentes ao Estado de Minas Gerais. A coleta de dados ocorreu em 2014, com entrevistas semiestruturadas, sendo os dados analisados por meio da análise de conteúdo temática. Resultados Da análise dos dados emergiram três categorias: interesse pela capacitação e sua contribuição para a prática profissional; fatores intervenientes para mudança da prática profissional; e propostas de melhoria. Conclusão A análise dos dados evidencia que os cursos ofertados pelo Canal Minas Saúde ainda são insuficientes para a modificação da prática profissional. Faz-se necessário incorporar os pressupostos da educação permanente para possibilitar a articulação dos saberes necessários à transformação da prática.


RESUMEN Objetivo Analizar las percepciones de los profesionales de la salud que desempeñan sus tareas en la atención primaria sobre los cursos realizados por el Canal Minas Salud en cuanto a su contribución al proceso de trabajo. Método Investigación exploratoria, descriptiva, tipo cualitativa, en la cual participaron 38 profesionales de la atención primaria de salud de tres municipalidades del Estado de Minas Gerais. Los datos, recogidos en 2014 mediante entrevista semiestructurada, fueron analizaron según el análisis de contenido temático. Resultados Del análisis de los datos emergieron tres categorías temáticas: interés en la capacitación y su contribución a la práctica profesional; factores que intervienen en el cambio de la práctica profesional y propuestas de mejora. Conclusión El análisis de datos indica que los cursos ofrecidos por el Canal Minas Salud no son suficientes para modificar la práctica profesional. Habría que incorporar los principios de la educación continua en salud para permitir la articulación de los conceptos necesarios para la transformación de la práctica profesional.


ABSTRACT Objective To analyse how primary healthcare workers perceive the impact of the Health Channel Mines courses in their work process. Method This is a descriptive exploratory qualitative study conducted with 38 professionals working in primary health care units of three municipalities in the state of Minas Gerais, Brazil. Data were collected in 2014 by means of semi-structured interviews and subjected to thematic content analysis. Results Data analysis revealed the following three categories: interest in training and its contribution to professional practice; factors that alter professional practices; and proposals for improvement. Conclusion The study data demonstrated that the Mines Health Channel courses cannot single-handedly change professional practices. Continued and refresher education resources that enable the exchange and articulation of knowledge between the various specialities are needed to transform professional practices.


Subject(s)
Humans , Male , Female , Adult , Primary Health Care , Attitude of Health Personnel , Health Personnel/education , Education, Dental, Continuing , Professional Practice , Television , Brazil , Education, Distance/organization & administration , Internet , Curriculum , Education, Medical, Continuing/organization & administration , Education, Nursing, Continuing/organization & administration , Quality Improvement , Middle Aged
8.
Rev. cuba. inform. méd ; 5(1): 13-19, ene.-jun. 2013.
Article in Spanish | LILACS | ID: lil-739226

ABSTRACT

La Educación Abierta (EA), es una modalidad educativa que pretende lograr el aprendizaje en forma independiente, en cualquier lugar, momento y diferentes ritmos y condiciones de comunicación e interacción. En el Ministerio de Salud Pública de Cuba, se han dado pasos para fomentar la EA a través de la Universidad Virtual de Salud como institución académica virtual, a través de la producción y publicación por parte de los docentes de recursos educativos abiertos y objetos de aprendizaje en los repositorios destinados para este fin, y a través del sitio de cursos abiertos. Existen muchas razones por las cuales, a pesar de los intentos realizados, no se evidencian resultados en esta vertiente de la educación. En el presente trabajo se exponen algunas de las razones que han frenado el desarrollo de la EA en Cuba y se da a conocer una propuesta para preparar el camino para una EA, donde el enfoque está desde las cátedras de Universidad Virtual de Salud de cada territorio(AU)


Open Education (OE) is a type of education that aims to achieve learning independently, anywhere, anytime, in different rates and conditions of communication and interaction. In the Ministry of Public Health of Cuba, steps have been taken to promote OE through the Virtual University of Health, through the production and publication by teachers of open educational resources and learning objects in repositories intended for this purpose, and through the open course site. There are many reasons why, despite attempts, no evidence results in this slope of education. This paper describes some of the reasons that have slowed the development of OE in Cuba and disclosed a proposal to prepare the way for an OE, where the focus is from the chairs of Virtual University of Health of each territory(AU)


Subject(s)
Humans , Universities , Computer-Assisted Instruction/methods , Education, Distance/organization & administration , Information Technology , Cuba
9.
Rev. panam. salud pública ; 29(3): 203-210, Mar. 2011. tab
Article in Spanish | LILACS | ID: lil-581620

ABSTRACT

Este trabajo describe la evaluación del primer "Entrenamiento en Metodología de Investigación Clínica en Chile (EMIC-Chile) tras 12 meses de haber finalizado. Se aplicó una encuesta online para alumnos y el método Delphi para el equipo docente. Entre los estudiantes, la mayoría informó que el programa apoyó su desarrollo profesional y que transmitieron los conocimientos en su lugar de trabajo. El 41 por ciento presentó un proyecto a fondos concursables de investigación una vez finalizado el curso. Entre los profesores, las áreas de mayor interés fueron la estrategia comunicacional, la metodología educativa, las características del equipo docente y las posibles estrategias de permanencia de EMIC-Chile a futuro. Esta experincia podría servir a futuras iniciativas de formación en investigación para profesionales de la salud. Se reconocen como desafíos la incorporación de profesiones no médicas en la investigación clínica, complejidades asociadas a la metodología semi-presencial y permanencia duradera de iniciativas de esta envergadura a nivel nacional y regional.


This paper describes the evaluation of the first training on clinical research methodology in Chile (EMIC-Chile) 12 months after its completion. An online survey was conducted for students and the Delphi method was used for the teaching team. Among the students, the majority reported that the program had contributed to their professional development and that they had shared some of the knowledge acquired with colleagues in their workplace. Forty-one percent submitted a project to obtain research funding through a competitive grants process once they had completed the course. Among the teachers, the areas of greatest interest were the communication strategy, teaching methods, the characteristics of the teaching team, and potential strategies for making the EMIC-Chile permanent in the future. This experience could contribute to future research training initiatives for health professionals. Recognized challenges are the involvement of nonmedical professions in clinical research, the complexities associated with the distance learning methodology, and the continued presence of initiatives of this importance at the national and regional level.


Subject(s)
Adult , Female , Humans , Male , Biomedical Research/education , Education, Continuing/organization & administration , Research Personnel/education , Biomedical Research/methods , Chile , Consumer Behavior , Curriculum , Data Collection , Education, Continuing/methods , Education, Distance/organization & administration , Educational Measurement , Faculty , Financing, Organized , Mentors , Program Evaluation , Research Personnel/psychology , Research Support as Topic
10.
Rev. méd. Chile ; 138(9): 1148-1156, sept. 2010. ilus, tab
Article in Spanish | LILACS | ID: lil-572023

ABSTRACT

This paper reports the gradual development and results achieved in the distance education program set up in the Public Health System in Chile in 2004. Up to date, more than 22,000 students from 29 different health divisions have been trained. This strategy was designed to provide more flexibility and diversity to the training programs of the Health System within the framework of a deep and complex organizational change promoted by Health Reform. The main results show that the integration of organizational, teaching, logistic and budgetary aspects has turned out to be a key element in its success, validating the relevance of the provided solutions. The access to training by means of e-learning or blended learning (electronic education that includes traditional and distance learning activities) allowed employees to choose more independently what, where and when to study. This fact accounts for the high demand for this program. Through this initiative, the National Health System, introduced a wider scope of responses to training needs, which will mean a better adaptation to the challenges associated to health care.


Subject(s)
Humans , Education, Distance/organization & administration , Health Personnel/education , National Health Programs/organization & administration , Public Health/education , Chile , Health Occupations/education
11.
Santiago de Chile; Chile. Ministerio de Salud; 2010. 107 p. ilus.
Monography in Spanish | LILACS | ID: lil-564736

ABSTRACT

Consolidado como un eficiente sistema de educación a distancia, que integra a toda la Red Pública de Salud de Chile y año a año crece tanto en cobertura como en oferta de cursos, el Programa de Formación Flexible a Distancia, FFAD, del Ministerio de Salud se encuentra ya muy lejano de sus comienzos en el año 2000. Surgió entonces como una respuesta a la imperiosa necesidad de enfrentar el crecimiento sostenido de las demandas de capacitación del Sector, ya que era preciso mejorar el acceso de sus cerca de 105 mil funcionarios a los nuevos conocimientos y competencias requeridos por las rápidas transformaciones del área. En los años siguientes se agregó además otro gran desafío, como es capacitar a las plantas de directivos, ejecutivos, profesionales, técnicos y administrativos con el fin que puedan contribuir al logro de las ambiciosas metas planteadas por la Reforma de Salud, instituida en el año 2004 con el propósito de crear un nuevo modelo de atención centrado en el usuario, que mejore el acceso, oportunidad, calidad y cobertura de dicha atención, y permita superar la inequidad entre los sistemas público y privado, esta Reforma supuso un fuerte proceso de transformación organizacional e hizo aún más patente la necesidad de contar con funcionarios altamente preparados.


Subject(s)
Humans , Male , Female , Education, Distance , Health Human Resource Training , Chile , Education, Distance/economics , Education, Distance/organization & administration , Staff Development
12.
Rio de Janeiro; Educação a Distância da Escola Nacional de Saúde Pública Sérgio Arouca; 2 ed; 2010. 60 p. (Programa de gestão em saúde).
Monography in Portuguese | LILACS | ID: lil-560404
16.
18.
Acimed (Impr.) ; 15(1)ene. 2007. ilus
Article in Spanish | LILACS | ID: lil-478601

ABSTRACT

La universalización de la enseñanza constituye hoy uno de los mayores retos que afronta la sociedad cubana, la tecnología disponible para desarrollar esta tarea requiere aún de consolidación y mejora. Se presenta un sistema para gestión de contenidos en línea que facilita y perfecciona el proceso docente educativo en la universalización de la enseñanza, con vistas a lograr un mayor aprovechamiento de los recursos tecnológicos disponibles, a partir del empleo de las tecnologías de la informática, las comunicaciones y los ambientes gráficos, accesibles hasta el momento.


Subject(s)
Education, Distance/organization & administration , Education, Medical , Education, Medical, Continuing
19.
Brasília; ENAP; 2006. 200 p. tab, graf.
Monography in Portuguese | LILACS | ID: lil-499340

ABSTRACT

É uma obra que busca ampliar as discussões sobre conceitos de educação que se desenrolam ao longo da vida, especialmente na contemporaneidade, no contexto da sociedade global que tem exigido competências e capacidades cada vez mais complexas para a formação profissional, notadamente para o setor de serviços públicos.


Subject(s)
Humans , Public Administration/policies , Education, Distance/organization & administration , Methodology as a Subject , Brazil , Teaching/methods
20.
Article in Spanish | LILACS | ID: lil-440540

ABSTRACT

Introducción: Pocas veces areas de conocimiento como: “Sistema Imune” son objeto de studio con enfoque integrador y los contenidos seleccionados a menudo son “atomizaciones” que impiden la vision de un conjunto en un todo. Actualmente, nuestros alumnus universitarios emplean asiduamente Internet, así pues, los docents podemos utilizar esta herramienta para “extender” nuestras aulas reales. Quizás, la opurtunidad de profundización en esta oportunidad de profundización en esta area de conocimiento sea ideal para usar NTIC, complementando a las técnicas tradicionales. Propósitos: Construcción de un marco de comunicación para la profundización y actualización de los conocimientos de manera que puedan ser re-significados e interrelacionados con otros. Material y métodos: Creación de un curso utilizando plataforma Moodle, en LEV, FCEF y N, UNC. http://routerlab.efn.uncor.edu/moodle Categoría: ciencias naturales. http://lev.efn.uncor.edu/course/category.php?id=2 Recursos: archivos Power Point: “Sistema Imune” y “Citoquinas”; foros de discussion. Selección y organización de contenidos con enfoque constructivista, apuntando a un estudiante “reflexive” responsible de su propio aprendizaje. Resultados: Los alumnus según sus inquietudes y tiempo disponible, eligeron la profundización del area de conocimiento. Además, la posibilidad de participación permanente en el foro d ediscusión, acercó a los integrantes de la practica educative, enriqueciendo análisis, planteando interrogantes que facilitaron la resignificación de los contenidos en un aprendizaje significativo. Conclusiones: El uso de NTIC prove de herramientas para la educacción a distancia y recursos que pueden server como “medios” útiles para la enseñanza-aprendizaje de las ciencias, no olvidando que lo esencial son los contenidos educativos.


Introduction: Not very often an integrated approach is applied in knowledge areas as Immune System, instead, the contents are usually a sort of "atomization" that prevents from having a holistic vision of the set as a whole. At the moment, our university students usually incorporate the Internet in their study work, similarly, the teachers can resort to this tool to "widen" the boundaries of the real classes. Perhaps, to achieve a deeper study level in this knowledge field, the use of NTIC may result an appropriate resource for complementing and supporting the current conventional techniques. Objective: To create a communication space designed to deepen and up-date knowledge as well as to help the student construct a comprehensive, significant structure of knowledge by making interrelations with concepts previously acquired. MATERIAL AND METHODS: Course supported in a digital platform Moodle like, in LEV, FCEF and N, UNC. http://routerlab.efn.uncor.edu/moodle Category: Natural Sciences. http://lev.efn.uncor.edu/course category.php)id=2 Resources: Power Point files: "Immune System" and "Cytokines"; forum discussion: Contents selected and organized upon a constructivist approach aiming at a reflective student responsible for his own learning (self learning). Results: The students according to their own concerns and time availability selected to deepen the knowledge field. The possibility to interact permanently in the discussion forum generated closer bonds between the participants, enriched the analysis about the different dealt issues, raised concerns that altogether brought about the rebuilding of the contents in a significant learning. CONCLUSIONS: Bearing in mind that the educational contents are vital, it also has been proved that the use of NTIC provides of tools for the distance education courses and of useful resources for the teaching-learning sciences.


Subject(s)
Humans , Education, Distance/methods , Education, Medical, Undergraduate/methods , Immune System , Internet , Teaching/methods , Communication , Education, Distance/organization & administration , Learning
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