Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico

• Ano de defesa: 2008
• Autor(a) principal: Leite, Maria Teresa Meirelles [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Educação a distância/métodos; Educação médica continuada/métodos; Aprendizagem online; Continuing medical education/methods; Online learning; Education, distance/methods
• Link de acesso: http://repositorio.unifesp.br/handle/11600/9286

Introduction: Continuing medical education online offered by universities in Brazil seems to prioritize aesthetic quality and technological sophistication, paying little attention to pedagogical aspects. The objectives of this research are: to systematize theoretical aspects to the concepts of education, distance learning and continuing medical education (CME) and to identify the pedagogical approaches adopted in CME online courses in Brazil and Latin America by means of published articles. Method: After the construction of the theoretical basis and the establishment of the research limits, bibliographical queries in international electronic databases in health, medicine and humanities were carried through. Following, complementary research was performed in South American universities websites. Results: Only four articles obeyed the established criteria, from which three (3) seem to hold a cognitivist pedagogical approach and one (1) held a traditional approach of education. After the complementary search, it was found that, from a total of two hundred and twenty and six (226) medical schools in thirteen (13) South American countries, there were thirteen (13) online CME courses available for consultation in the Internet. Among them, only eight (8) referred to the education conceptions. Discussion: The limits for the query were discriminated, the characteristics of a bibliographical query involving the humanities was observed, it was established that the present results cannot constitute a referential tool to evaluate the courses, the legitimacy of the results as a significant sampling to illustrate the volume of available articles on the subject was discussed, the four articles were deeply analyzed, as well as diverse other findings that were not included. Besides, other aspects were discussed, as teacher profile and post modernity. Conclusions: 1. There is practically no involvement with scientific publication in the searched databases by the Latin American researchers in educational approaches for online continuing medical education. 2. The lack of information on pedagogical aspects may reveal the absence of an education specialist in the courses design and may suggest for the necessity for Brazilian Pedagogy courses to form a professional who is capable of answering this demand. 3. The trend of private institutions to offer online CME was evidenced from the complementary research. 4. From the results, it was possible to see that some authors agree that with the recent social changes, many transformations are expected from Education. 5. The developed theoretical basis may be able to contribute to establish connections to understand how the pedagogical knowledge inserts in the context of distance learning. 6. Beyond the research on the number of courses offered in Latin America and its characteristics, it is desirable to use the same theoretical referential to establish criteria for qualitative analysis for the courses offered by a specific institution, indicating a possibility of continuing this research.