Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Souza, Dinara Cassia de
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| Orientador(a): |
Rodrigues, Cibele Isaac Saad
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde
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| Departamento: |
Faculdade de Ciências Médicas e da Saúde
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/39554
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Resumo: |
The growing incidence rate of Autism Spectrum Disorder (ASD) in the world population leads to the necessity of the capacitation of qualified multi-professional health groups to assist these customers. Objectives: Elaborate and apply an interprofessional education model of ASD for health professionals in the city of Itapetininga. The model consists of a quasi-experimental study method, using an interprofessional education model through active and traditional learning-teaching methods based on demands problematized by professionals who participated in the research and work, either directly or indirectly with ASD.The intervention occurs by developing a course with prerecorded classes available on a Youtube channel and taught by professors and ASD researchers from different areas. The course took place both asynchronous and synchronously, with three online meetings on the Zoom platform and with online activities/video lessons. Initially, the proposal was an in-person training program with active methodologies, but the COVID-19 pandemic required its adaptation to the virtual mode. To carry it out, three data collection tools were applied: the first one aimed at identifying the sociodemographic profile of the participants in the first meeting; the second tool was used before and after in both immediate and late intervention three months after its end, and was based on the KAP survey model (Knowledge, Attitudes and Practices), being developed by researchers and validated by nine judges; finally, the third tool consisted of a satisfaction survey.The description of the demographic characteristics of the participants and their perception of ASD was made through mean and standard deviation to quantitative variables and through absolute and relative frequency for qualitative variables. Four scores were made for the KAP survey model analysis, and to verify if the educational intervention promoted changes either in the levels of knowledge or in the professionals' practices and attitudes towards ASD, the paired student's t-test was done. Besides that, a multilevel linear regression analysis was conducted on the items with meaningful statistical variation between their final and initial scores. This analysis was carried out through Stata@ Software, version 15.1. In the knowledge component, a meaningful improvement occurred, associated with two factors: the high number at its initial score on the pre-intervention test and the increased length of time between graduation and the application of the intervention. The participants demonstrated to be satisfied with participating in the training and mentioned the narrowing in the relationship and the communication between mechanisms of the Psychosocial Attention Network (PAN) of assistance to ASD. Although observing a meaningful increment between the pre and post-immediate intervention scores to all components assessed, this data was not repeated in the retention analysis three months later, except for the knowledge feature. Therefore, one must highly recommend the continuity of the educational process as the driving force of the best assistance to ASD |
