Incorporation of information and communication technologies in education-service integration of health courses from a public university

• Autor(a) principal: Ramos, Emille Raíza Luna Gomes
• Data de Publicação: 2018
• Outros Autores: Souza, Fábio Barbosa de, Melo, Márcia Maria Dantas Cabral de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista da ABENO (Online)
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/580
• topic: Higher Education. Social Media. Information Technology; Internships. Unified Health System.; Educação Superior. Mídias sociais. Tecnologia da Informação. Estágios. Sistema Único de Saúde.

With the objective of analyzing the incorporation of Information and Communication Technologies (ICT) by professors of the nine health courses of the Federal University of Pernambuco (UFPE) in teaching-service integration activities in Supervised Curricular Internships (SCI), an observational and descriptive study was conducted with a quantitative approach. The sample consisted of course and internships coordinators, as well as teachers supervising the SCI of those courses (27). For the data collection, an interview form was submitted to face validation and applied face to face. All 27 teachers selected were interviewed, being 92.6% female and 85.2% with a doctorate. The majority used ICT (77.8%) in SCI, but differences were observed regarding choice (p = 0.032). Facebook (63.0%) was the most favored and most used ICT by teachers (88.9%); followed by e-mail (59.3%) and WhatsApp (37.0%). The communication with students and preceptors was predominant on the ICT employment goals in the SCI, which was also more accomplished by the internship coordinators and teachers than by the coordinators of the courses (p = 0.024). The majority reported having a median domain in ICT and only 18.5% obtained training for their use. The majority (77.8%) used distance education methods in SCI, despite the UFPE, to make institutional platforms available. The ICT have been incorporated with varied nuances in the teaching-service integration, with differences of applicability according to the function exerted by teacher in the internships.