Universidade Aberta - MPeL7
UC de Processos
Pedagógicos em eLearning.
Tarefa 1 - Bibliografia anotada
sobre
Pedagogia do eLearning e o Papel do Professor Online (2 itens)
Pedagogia do eLearning e o Papel do Professor Online (2 itens)
Índice
Item
#1 – O papel do Professor Online na formação da
Equipa de Saúde, dos Doentes e seus Familiares
bem como na transição do Ensino Tradicional para o Blended-Learning……………………………………………Pág. 1
bem como na transição do Ensino Tradicional para o Blended-Learning……………………………………………Pág. 1
Item #2 – Como
Implementar o Professor Online na área da Medicina 2.0…………………………………….......Pág. 5
Item #1 – O papel do
Professor Online na formação da Equipa de Saúde, dos Doentes e seus Familiares
bem como na transição do Ensino Tradicional para o Blended-Learning
1 - Cook, D. A. (2007). Web-based learning: pros, cons
and controversies. Clin Med., 7, 37-42.
http://www.ncbi.nlm.nih.gov/pubmed/17348573
http://www.ncbi.nlm.nih.gov/pubmed/17348573
Abstract: Advantages of
web-based learning (WBL) in medical education include overcoming barriers of
distance and time, economies of scale, and novel instructional methods, while
disadvantages include social isolation, up-front costs, and technical problems.
Web-based learning is purported to facilitate individualised instruction, but
this is currently more vision than reality. More importantly, many WBL
instructional designs fail to incorporate principles of effective learning, and
WBL is often used for the wrong reasons (e.g., for the sake of technology).
Rather than trying to decide whether WBL is superior to or equivalent to other
instructional media (research addressing this question will always be
confounded), we should accept it as a potentially powerful instructional tool,
and focus on learning when and how to use it. Educators should recognise that
high fidelity, multimedia, simulations, and even WBL itself will not always be necessary
to effectively facilitate learning
Comentário:
neste artigo acentua-se a importância da estratégia pedagógica a utilizar na
aplicação do elearning na área da medicina.
2 - Carbonaro, M., King S FAU - Taylor, E., Taylor E
FAU - Satzinger, F., Satzinger, F. F., Snart, F. F., & Drummond, J. (2008).
Integration of e-learning technologies in an interprofessional health science
course. Med Teach., 30, 25-33. doi: 10.1080/01421590701753450
Abstract: BACKGROUND: Advances in information and
communication technology are influencing instructional formats and delivery
modes for post secondary teaching and learning. AIMS: The purpose of this study
was to determine whether interprofessional team process skills traditionally
taught in a small group face-to-face classroom setting could be taught in a
blended learning environment; without compromising the pedagogical approach and
collaborative Group Investigation Model (Sharan & Sharan 1992) used in the
course. METHOD: A required
interprofessional team development course designed to teach health science
students (Medicine, Nursing, Pharmacy, Occupational Therapy, Physical Therapy,
Dentistry, Dental Hygiene, Medical Laboratory Science, and Nutrition) team
process skills was redesigned from a 100% face-to-face delivery format to a
blended learning format where 70% of the instruction was delivered using a new
synchronous virtual classroom technology (Elluminate www.elluminate.com) in
conjunction with asynchronous technology (WebCT). It was hypothesized there
would be no significant difference between the blended learning format and the
traditional face-to-face format in the development of interprofessional team
knowledge, skills and attitudes. The two formats were evaluated on demographic
information, computer experience, and interprofessional team attitudes,
knowledge and skills. RESULTS: The
three main findings are: (a) no significant differences between student groups
on achieving team process skills, (b) an observation of differences between the
groups on team dynamics, and (c) a more positive achievement of course learning
objectives perceived by students in the blended learning class. CONCLUSIONS: The results provide
evidence to support our blended learning format without compromising pedagogy.
They also suggest that this format enhances students' perceptions of their
learning.
Comentário:
o acento tónico é colocado na equipa multidisciplinar necessária à implementação
de um projeto de elearning em ciências médicas, que deverá ter o formato de
blended-learning.
3 - Hadley, J., Kulier, R., Zamora, J., Coppus, S. F.,
Weinbrenner, S., Meyerrose, B. et al. (2010). Effectiveness of an e-learning
course in evidence-based medicine for foundation (internship) training. JRSM,
103, 288-294.
http://jrsm.rsmjournals.com/content/103/7/288.abstract
http://jrsm.rsmjournals.com/content/103/7/288.abstract
Abstract: Aim To evaluate the educational
effectiveness of a clinically integrated e-learning course for teaching basic
evidence-based medicine (EBM) among postgraduate medical trainees compared to a
traditional lecture-based course of equivalent content.Methods We conducted a cluster randomized controlled trial to
compare a clinically integrated e-learning EBM course (intervention) to a lecture-based
course (control) among postgraduate trainees at foundation or internship level
in seven teaching hospitals in the UK West Midlands region. Knowledge gain
among participants was measured with a validated instrument using multiple
choice questions. Change in knowledge was compared between groups taking into
account the cluster design and adjusted for covariates at baseline using
generalized estimating equations (GEE) model.Results There were seven clusters involving teaching of 237
trainees (122 in the intervention and 115 in the control group). The total
number of postgraduate trainees who completed the course was 88 in the
intervention group and 72 in the control group. After adjusting for baseline
knowledge, there was no difference in the amount of improvement in knowledge of
EBM between the two groups. The adjusted post course difference between the
intervention group and the control group was only 0.1 scoring points (95% CI
−1.2–1.4).Conclusion An
e-learning course in EBM was as effective in improving knowledge as a standard
lecture-based course. The benefits of an e-learning approach need to be
considered when planning EBM curricula as it allows standardization of teaching
materials and is a potential cost-effective alternative to standard
lecture-based teaching
Comentário:
neste estudo aleatorizado e aplicado a médicos no internato foi possivel demonstrar
que um curso em elearning não foi inferior ao curso presencial tradiconalmente
utilizado na formação pós-graduado destes médicos. As vantagens do elearning
(ministrado quando o medico tem disponibilidade sem o obrigar a deslocar a um
local em dia e hora certa) tem óbvias vantajens pelo que será cada vez mais
utilizado. A European Society of Cardiology já tem um sistema deste tipo
destinado a todos os cardiologistas europeus em formação designado por ESCeL
(European Society of Cardiology eLearning). Este projeto que tem sido liderado
por um português, o Prof. Lino Gonçalves da Faculdade de Medicina da
Universidade de Lisboa, está a ser utilizado, como rotina, em Portugal. Mais
informações em: http://www.escardio.org/education/escel/Pages/welcome.aspx
4 - Newhouse, R., Buckley KM FAU - Grant, M., Grant,
M. F., & Idzik, S. (2013). Reconceptualization of a doctoral EBP course
from in-class to blended format: lessons learned from a successful transition. J
Prof Nurs, 29, 225-32. doi: 10.1016/j.profnurs.2012.05.019
Abstract: In 2008, the
University of Maryland School of Nursing transitioned the doctor of nursing
practice core courses from an in-class to a blended (hybrid) course delivery
method. As part of this transition, the evidence-based practice course was
reconceptualized, implemented in its new format, and evaluated after being
completed by 2 cohorts. The transition was successful because of a strong open
interprofessional team, faculty training in blended course best practices,
support by experts in instructional design and Web-based learning throughout
the transition, and continual formative evaluation by students and faculty. The
resulting course received strong positive evaluations by students and was
certified by Quality Matters, indicating the incorporation of best practices in
online teaching
Comentário:
nesta experiência aplicada ao ensino da emfermagem o sucesso foi possivel
devido a um conjunto de factores críticos como uma equipa multidisciplinar
motivada, professores conhecedores do ensino a distância e uma estratégia
progressiva de mudança do ensino tradicional presencial para o
blended-learning.
5
- Masiello, I., Ramberg, R., & Lonka, K. (2005). Learning in a
web-based system in medical education. Med Teach., 27, 561-563.
PMID 16261669
PMID 16261669
Abstract: New learning
environments such as distance education and computer-aided instruction promise
to bring a change in today's learning environments by adjusting the
relationship between the learner, the educational content and the organization
of education. In this study, we explored whether students' approaches to
learning related to their perception of a particular virtual learning
environment. Scales of the ASSIST questionnaire were loaded in a two-principal
component solution, surface and deep-strategic. We found statistically
significant correlations between the approaches to learning and the student's
attitudes towards ICT. Early identification of approaches to learning and
attitudes towards ICT may prove to be important in order to provide assistance
to aid the transition of students with diverse individual characteristics and
to the design of new learning environments
Comentário:
a perceção (e competências) dos estudantes em EaD torna-se essencial para o
sucesso da implementação deste tipo de pedagogia (ver artigo seguinte)
6 - Edirippulige, S., Smith AC FAU - Armfield, N.,
Armfield NR FAU - Bensink, M., Bensink, M. F., & Wootton, R. (2012).
Student perceptions of a hands-on practicum to supplement an online eHealth
course. J Med Internet Res, 14, e182.
http://www.jmir.org/2012/6/e182/
Abstract: BACKGROUND: Since 2000, the Centre for
Online Health (COH) at The University of Queensland has offered a range of
online eHealth courses at the undergraduate and postgraduate level. While
online learning has a number of advantages, in some domains, it can present
some challenges to the development of practical skills and experience. OBJECTIVE: To assess students'
perceptions of the value of an eHealth practicum. METHODS: To supplement our online learning program, we introduced an
eHealth practicum component that aimed to expose students to a range of
clinically relevant learning experiences. Subsequently, by means of a
questionnaire, student perceptions of the practicum were assessed. RESULTS: Over two semesters, a total of
66 students participated in the eHealth practicum, and questionnaire responses
were very positive. The majority of students agreed that the practicum allowed
them to gain necessary skills in eHealth applications (59%) and provided them
with an opportunity to explore ways of using different eHealth tools for the
delivery of health care at a distance (62%). CONCLUSIONS: The study shows that a practical component in eHealth
teaching was well received by students. While online teaching is appropriate
for providing knowledge, the opportunity to develop practical skills may
encourage students to use eHealth techniques in their future practices.
Comentário:
neste caso tentava-se transmitir aptidões (skills)
de tipo prático a estudantes de medicina. Os resultados foram positivos pelo
que podemos considerar que o elearning
pode ser utilizado também nestes situações de treino prático.
7 - Stone, J. H. (2007). Communication between
Physicians and Patients in the Era of E-Medicine. The New England Journal of
Medicine, 356, 2451-2454.
DOI: 10.1056/NEJMp068198
DOI: 10.1056/NEJMp068198
Abstract: This year, my
clinic began inviting patients to use a secure Internet link to
communicate with physicians and staff members. Self-preservation was
high on our list of reasons for establishing online communication.
Our patients had become accustomed to contacting us through myriad
routes: the clinic telephone, our individual office lines, the
hospital paging system, our cell phones, the clinic fax machine, and
in some cases, our home telephones. Secure Web messaging about
routine issues was an attempt to direct round-the-clock
communication into a manageable channel.
Even before we initiated such messaging within a broader model of e-medicine, many patients had begun to use standard e-mail to contact us. Our hospital administrators, however, did not permit us to respond. Standard e-mail was incompatible with our existing electronic health records (EHRs) system and would therefore have been difficult to archive. But the larger problem was that the use of standard e-mail to communicate with patients was illegal - a violation of the Health Insurance Portability and Accountability Act. Patients' privacy could not be guaranteed because our replies would not be secure outside the university's firewall. Armed with strong motivation to enter the electronic age and full awareness of the need to protect ourselves and our patients from the hazards of e-medicine, we ventured forth cautiously into the online world.
Despite the advantages of e-medicine, physicians, who face ever-increasing demands on their time, are hesitant to accept new responsibilities that might increase their workload. Thus, the issue of physician reimbursement is central both to e-medicine's full adoption by doctors and to its broader acceptance by society. If physicians are compensated fairly for the expertise, thought, and time required to respond to Web messages in a professional manner, they will build time into their schedules for this task.
As the number of providers who accept e-medicine reaches critical mass, more third-party payers (including Medicare) are likely to recognize its efficiencies and include reimbursement for it in contracts with providers. Given the ubiquity of the Internet in the rest of our lives - more than one third of all bill paying is now accomplished online - patients will begin to demand Web services from health care providers and payers.
The "laying on of hands" will increasingly include the pressing of keys. This emerging model will improve the practice of medicine but will also bring new challenges. Physicians will need to develop their skills for quick, clear, and compassionate communication with patients through the written word. E-medicine will also demand from physicians astute judgment about which patients need to be evaluated in person and sound intuition about when patients' emotional needs are better served face to face. In the end, e-medicine, like "traditional" medicine, will remain a human enterprise, filled with the potential for misinterpretation and insensitivity but also for facilitation, comfort, and kindness. It is our task to ensure that e-medicine - now inevitable in some form or many - improves the ways in which we deliver, receive, and pay for health care.
Comentários: este artigo, que é publicado na seção Perspectives do prestigiado The New England Journal of Medicine, reflete sobre a problemática muito complexa da relação médico-doente nas sociedades mais avançadas e da utilização das Tecnologias de Informação e Comunicação (TIC) na prática da medicina clínica. As opções dos profissionais de saúde e dos doentes e os aspectos deontológicos, jurídicos e organizacionais são apenas alguns dos tópicos a serem resolvidos antes da generalização do correio eletronico clínico. Nesta fase torna-se crítico definir as melhores estrategias de pedagogia online para dar a necessária formação aos vários atores desta evolução irreversível.
Even before we initiated such messaging within a broader model of e-medicine, many patients had begun to use standard e-mail to contact us. Our hospital administrators, however, did not permit us to respond. Standard e-mail was incompatible with our existing electronic health records (EHRs) system and would therefore have been difficult to archive. But the larger problem was that the use of standard e-mail to communicate with patients was illegal - a violation of the Health Insurance Portability and Accountability Act. Patients' privacy could not be guaranteed because our replies would not be secure outside the university's firewall. Armed with strong motivation to enter the electronic age and full awareness of the need to protect ourselves and our patients from the hazards of e-medicine, we ventured forth cautiously into the online world.
Despite the advantages of e-medicine, physicians, who face ever-increasing demands on their time, are hesitant to accept new responsibilities that might increase their workload. Thus, the issue of physician reimbursement is central both to e-medicine's full adoption by doctors and to its broader acceptance by society. If physicians are compensated fairly for the expertise, thought, and time required to respond to Web messages in a professional manner, they will build time into their schedules for this task.
As the number of providers who accept e-medicine reaches critical mass, more third-party payers (including Medicare) are likely to recognize its efficiencies and include reimbursement for it in contracts with providers. Given the ubiquity of the Internet in the rest of our lives - more than one third of all bill paying is now accomplished online - patients will begin to demand Web services from health care providers and payers.
The "laying on of hands" will increasingly include the pressing of keys. This emerging model will improve the practice of medicine but will also bring new challenges. Physicians will need to develop their skills for quick, clear, and compassionate communication with patients through the written word. E-medicine will also demand from physicians astute judgment about which patients need to be evaluated in person and sound intuition about when patients' emotional needs are better served face to face. In the end, e-medicine, like "traditional" medicine, will remain a human enterprise, filled with the potential for misinterpretation and insensitivity but also for facilitation, comfort, and kindness. It is our task to ensure that e-medicine - now inevitable in some form or many - improves the ways in which we deliver, receive, and pay for health care.
Comentários: este artigo, que é publicado na seção Perspectives do prestigiado The New England Journal of Medicine, reflete sobre a problemática muito complexa da relação médico-doente nas sociedades mais avançadas e da utilização das Tecnologias de Informação e Comunicação (TIC) na prática da medicina clínica. As opções dos profissionais de saúde e dos doentes e os aspectos deontológicos, jurídicos e organizacionais são apenas alguns dos tópicos a serem resolvidos antes da generalização do correio eletronico clínico. Nesta fase torna-se crítico definir as melhores estrategias de pedagogia online para dar a necessária formação aos vários atores desta evolução irreversível.
Item
#2 – Como Implementar o Professor Online
na área da Medicina 2.0
na área da Medicina 2.0
8 - JMIR
Publications Inc. (2014). Medicine 2.0: Social Media, Mobile Apps, and
Internet/Web 2.0 in Health, Medicine and Biomedical Research.
http://www.medicine20congress.com/ocs/index.php/med/
http://www.medicine20congress.com/ocs/index.php/med/
Acedido a 20140323
Medicine 2.0 Europe Conference in Malaga, Spain on Oct 9th and 10th, 2014.
Medicine 2.0® is a
registered trademark of JMIR
Publications Inc., the leading academic ehealth publisher.
This work is licensed under a Creative Commons Attribution 3.0 License.
This work is licensed under a Creative Commons Attribution 3.0 License.
Comentário:
As Ciências da Saúde e da Biomedicina constituem áreas de grande importância
nas sociedades de hoje, quer do ponto de vista dos cuidados de saúde às populações
quer como atividade económica com grande pujança, tendo-se definido o complexo
medicina-indústria para caracterizar esse poderio no mundo atual. Naturalmente
as novas Tecnologias de Informação e Comunicação (TIC) invadiram o campo da saúde
nas suas três vertentes: investigação científica, ensino e cuidados de saúde. Os
desenvolvimentos que temos vindo a assistir na aplicação das TIC a estas três
área tem sido exponencial pelo que já se realizam congresssos mundiais
designados por: Medicine 2.0: Social Media,
Mobile Apps, and Internet/Web 2.0 in Health, Medicine and Biomedical Research.
A próxima edição realiza-se em outubro de
2014 em Malaga, Espanha. Os organizadores desta reunião são:
Gunther
Eysenbach, Centre for Global eHealth
Innovation, University Health Network, Canada
Luis Fernandez Luque, NORUT and University of Tromso, Norway
Eddie Li, uoft, Canada
Carlos Luis Parra, Virgen del Rocío University Hospital, Spain
Luis Fernandez Luque, NORUT and University of Tromso, Norway
Eddie Li, uoft, Canada
Carlos Luis Parra, Virgen del Rocío University Hospital, Spain
Os
33 tópicos que serão abordados neste congresso traduzem bem a complexidade do
conhecimento do elearning aplicado à saúde/medicina:
- Blogs and Twitter in Health
- Building virtual communities and social networking applications for health professionals
- Building virtual communities and social networking applications for patients and consumers
- Business models in a Web 2.0 environment
- Science 2.0, collaborative biomedical research, academic / scholarly communication, publishing and peer review
- Consumer empowerment, patient-physician relationship, and sociotechnical issues
- Ethical & legal issues, confidentiality and privacy
- Health information on the web: Supply and Demand
- Innovative RSS/XML applications and Mashups
- Personal health records and Patient portals
- Public (e-)health, population health technologies, surveillance
- Digital Disease Detection and Biosurveillance using Twitter and other social media/mhealth/Internet sources
- Search, Collaborative Filtering and Recommender Technologies
- Semantic Web ("Web 3.0") applications
- The nature and dynamics of social networks in health
- Usability and human factors on the web
- Virtual (3D) environments, Second Life
- Web 2.0 approaches for behaviour change and public health
- Web 2.0 approaches for clinical practice, clinical research, quality monitoring
- Web2.0-based medical education and learning
- Wikis
- Business modelling in eHealth
- Communities in health care
- Digital Learning
- e-Coaching
- Health disparities
- Human-Computer Interface (HCI) Design
- Online decision technology
- Participatory health care
- Persuasive communication and technology
- mHealth Applications
- Ubiquitous, pervasive ehealth; domotics; Internet of things
- New and emerging Technologies
A operacionalização dos conhecimentos científico
e empírico necessários para termos estas múltiplas áreas a funcionar vai passar
por uma estratégia pedagógica apropriada que será aplicada nos várias contextos
e comunidades onde poderão ser de grande utilidade.
Versão em PDF em:
