Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/3596 |
Resumo: | Teaching topics related to handling water and electrolytes are always a challenge for the medical educator. Faced with the complex area is essential to the physical presence of a teacher in the classroom, or can the student educate themselves with the aid of e-Learning? For the purpose of responding to this question, 62 volunteer undergraduate medical students in the State of Sergipe, Brazil, without prior experience in the specific approach of clinical and therapeutic aspects related to electrolyte balance, were submitted, after random assignment in cascade in accordance with their year of entry to the University and the learning method adopted at the institution (conventional or active methodology), a longitudinal analytical experimental study. The students were randomly assigned to two groups (classroom and distance) receiving lessons for the management of water and electrolytes. Evaluative evidence, with the same content, were applied to the two groupings, at two distinct times: for assessment of prior knowledge (pre-test) and assimilated knowledge (post-test). This defined the gain of learning as well as the difference between the averages of the pre-test and post-test. The data were submitted to descriptive and inferential analysis and significance level for rejection of the null hypothesis which was 0.05. On the basis of the evaluations were calculated measures of central tendency, dispersion and confidence interval. Gains in learning were evaluated using the paired t-test. The groups were compared by means of Student´s t test for independent samples. The statistical analysis showed no significant difference in the learning gain in the comparison between the groups (p= 0.58), indicating that the distance education is as good as the classroom in teaching Hydroelectrolytic Balance and its disorders. |
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Aragão, João Fernandes Brittohttp://lattes.cnpq.br/2843929626352861Melo, Valdinaldo Aragão dehttp://lattes.cnpq.br/67730075228380992017-09-26T12:07:18Z2017-09-26T12:07:18Z2014-05-27ARAGÃO, João Fernandes Britto. Distance learning education and its comparison with traditional teaching methods : an experimental prospective randomized study.. 2014. 163 f. Tese (Doutorado em Ciências da Saúde) - Universidade Federal de Sergipe, São Cristóvão, 2014.https://ri.ufs.br/handle/riufs/3596Teaching topics related to handling water and electrolytes are always a challenge for the medical educator. Faced with the complex area is essential to the physical presence of a teacher in the classroom, or can the student educate themselves with the aid of e-Learning? For the purpose of responding to this question, 62 volunteer undergraduate medical students in the State of Sergipe, Brazil, without prior experience in the specific approach of clinical and therapeutic aspects related to electrolyte balance, were submitted, after random assignment in cascade in accordance with their year of entry to the University and the learning method adopted at the institution (conventional or active methodology), a longitudinal analytical experimental study. The students were randomly assigned to two groups (classroom and distance) receiving lessons for the management of water and electrolytes. Evaluative evidence, with the same content, were applied to the two groupings, at two distinct times: for assessment of prior knowledge (pre-test) and assimilated knowledge (post-test). This defined the gain of learning as well as the difference between the averages of the pre-test and post-test. The data were submitted to descriptive and inferential analysis and significance level for rejection of the null hypothesis which was 0.05. On the basis of the evaluations were calculated measures of central tendency, dispersion and confidence interval. Gains in learning were evaluated using the paired t-test. The groups were compared by means of Student´s t test for independent samples. The statistical analysis showed no significant difference in the learning gain in the comparison between the groups (p= 0.58), indicating that the distance education is as good as the classroom in teaching Hydroelectrolytic Balance and its disorders.Lecionar tópicos relativos ao manuseio de água e eletrólitos é sempre um desafio para o educador médico. Confrontados com área tão complexa é indispensável à presença física de um professor em sala de aula, ou o aluno pode, com auxílio de e-Learning, instruir-se sozinho? Com o propósito de responder a esta pergunta, 62 alunos voluntários da graduação médica do Estado de Sergipe, Brasil, sem experiência prévia na abordagem específica de aspectos clínicos e terapêuticos relacionados ao equilíbrio hidroeletrolítico, foram submetidos, após alocação randômica em cascata em conformidade com o seu ano de entrada da Universidade e o método de aprendizagem adotado na instituição (convencional ou metodologia ativa), a um estudo longitudinal analítico experimental. Os alunos foram alocados em dois grupos (presencial e a distância) para receberem aulas referentes ao gerenciamento de agua e eletrólitos. Provas avaliativas, com o mesmo teor, foram aplicadas, para os dois grupamentos, em dois momentos distintos: para avaliação de conhecimentos prévios (pré-teste) e conhecimentos assimilados (pós-teste). Definiu-se o ganho de aprendizagem como a diferença entre as médias do pré-teste e do pós-teste. Os dados obtidos foram submetidos à análise descritiva e inferencial e o nível de significância para rejeição da hipótese de nulidade foi de 0,05. Com base nas avaliações foram calculados medidas de tendência central, dispersão e intervalo de confiança. Ganhos de aprendizagem foram avaliados com o teste t pareado. Os grupos foram comparados entre si por meio do teste t de Student para amostras independentes. A análise estatística não mostrou diferença significativa no ganho de aprendizagem no comparativo entre os grupos (p=0,58), indicando que a educação à distância é tão boa quanto à presencial no ensino do Equilíbrio Hidroeletrolíticos e seus distúrbios.application/pdfporUniversidade Federal de SergipePós-Graduação em Ciências da SaúdeUFSBREducação médicaEducação a distância (EaD)Instrução por computadorComputação em informática médicaEquilíbrio hidroeletrolíticoDesequilíbrio HidroeletrolíticoEnsino de medicinaEnsino a distância (EaD)Ensino auxiliado por computadorEnsino - Meios auxiliaresTecnologia educacionalMedical educationDistance educationComputer-assisted instructionMedical informatics computingWater-electrolyte balanceWater-electrolyte imbalanceCNPQ::CIENCIAS DA SAUDEEducação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizadoDistance learning education and its comparison with traditional teaching methods : an experimental prospective randomized studyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSTEXTJOÃO_FERNANDES_BRITTO_ARAGÃO.pdf.txtJOÃO_FERNANDES_BRITTO_ARAGÃO.pdf.txtExtracted texttext/plain275507https://ri.ufs.br/jspui/bitstream/riufs/3596/2/JO%c3%83O_FERNANDES_BRITTO_ARAG%c3%83O.pdf.txt867307b72876c1cc405876abe572b4b8MD52THUMBNAILJOÃO_FERNANDES_BRITTO_ARAGÃO.pdf.jpgJOÃO_FERNANDES_BRITTO_ARAGÃO.pdf.jpgGenerated Thumbnailimage/jpeg1315https://ri.ufs.br/jspui/bitstream/riufs/3596/3/JO%c3%83O_FERNANDES_BRITTO_ARAG%c3%83O.pdf.jpg02d3b10d309959e3d81c0b5a9a6f3f21MD53ORIGINALJOÃO_FERNANDES_BRITTO_ARAGÃO.pdfapplication/pdf2120601https://ri.ufs.br/jspui/bitstream/riufs/3596/1/JO%c3%83O_FERNANDES_BRITTO_ARAG%c3%83O.pdfa6f386134d6996ed4612c1d54433a93cMD51riufs/35962020-04-14 15:58:42.603oai:ufs.br:riufs/3596Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2020-04-14T18:58:42Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado |
dc.title.alternative.eng.fl_str_mv |
Distance learning education and its comparison with traditional teaching methods : an experimental prospective randomized study |
title |
Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado |
spellingShingle |
Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado Aragão, João Fernandes Britto Educação médica Educação a distância (EaD) Instrução por computador Computação em informática médica Equilíbrio hidroeletrolítico Desequilíbrio Hidroeletrolítico Ensino de medicina Ensino a distância (EaD) Ensino auxiliado por computador Ensino - Meios auxiliares Tecnologia educacional Medical education Distance education Computer-assisted instruction Medical informatics computing Water-electrolyte balance Water-electrolyte imbalance CNPQ::CIENCIAS DA SAUDE |
title_short |
Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado |
title_full |
Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado |
title_fullStr |
Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado |
title_full_unstemmed |
Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado |
title_sort |
Educação à distância e sua comparação com o método tradicional de ensino : um estudo experimental prospectivo randomizado |
author |
Aragão, João Fernandes Britto |
author_facet |
Aragão, João Fernandes Britto |
author_role |
author |
dc.contributor.author.fl_str_mv |
Aragão, João Fernandes Britto |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2843929626352861 |
dc.contributor.advisor1.fl_str_mv |
Melo, Valdinaldo Aragão de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6773007522838099 |
contributor_str_mv |
Melo, Valdinaldo Aragão de |
dc.subject.por.fl_str_mv |
Educação médica Educação a distância (EaD) Instrução por computador Computação em informática médica Equilíbrio hidroeletrolítico Desequilíbrio Hidroeletrolítico Ensino de medicina Ensino a distância (EaD) Ensino auxiliado por computador Ensino - Meios auxiliares Tecnologia educacional |
topic |
Educação médica Educação a distância (EaD) Instrução por computador Computação em informática médica Equilíbrio hidroeletrolítico Desequilíbrio Hidroeletrolítico Ensino de medicina Ensino a distância (EaD) Ensino auxiliado por computador Ensino - Meios auxiliares Tecnologia educacional Medical education Distance education Computer-assisted instruction Medical informatics computing Water-electrolyte balance Water-electrolyte imbalance CNPQ::CIENCIAS DA SAUDE |
dc.subject.eng.fl_str_mv |
Medical education Distance education Computer-assisted instruction Medical informatics computing Water-electrolyte balance Water-electrolyte imbalance |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE |
description |
Teaching topics related to handling water and electrolytes are always a challenge for the medical educator. Faced with the complex area is essential to the physical presence of a teacher in the classroom, or can the student educate themselves with the aid of e-Learning? For the purpose of responding to this question, 62 volunteer undergraduate medical students in the State of Sergipe, Brazil, without prior experience in the specific approach of clinical and therapeutic aspects related to electrolyte balance, were submitted, after random assignment in cascade in accordance with their year of entry to the University and the learning method adopted at the institution (conventional or active methodology), a longitudinal analytical experimental study. The students were randomly assigned to two groups (classroom and distance) receiving lessons for the management of water and electrolytes. Evaluative evidence, with the same content, were applied to the two groupings, at two distinct times: for assessment of prior knowledge (pre-test) and assimilated knowledge (post-test). This defined the gain of learning as well as the difference between the averages of the pre-test and post-test. The data were submitted to descriptive and inferential analysis and significance level for rejection of the null hypothesis which was 0.05. On the basis of the evaluations were calculated measures of central tendency, dispersion and confidence interval. Gains in learning were evaluated using the paired t-test. The groups were compared by means of Student´s t test for independent samples. The statistical analysis showed no significant difference in the learning gain in the comparison between the groups (p= 0.58), indicating that the distance education is as good as the classroom in teaching Hydroelectrolytic Balance and its disorders. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-05-27 |
dc.date.accessioned.fl_str_mv |
2017-09-26T12:07:18Z |
dc.date.available.fl_str_mv |
2017-09-26T12:07:18Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ARAGÃO, João Fernandes Britto. Distance learning education and its comparison with traditional teaching methods : an experimental prospective randomized study.. 2014. 163 f. Tese (Doutorado em Ciências da Saúde) - Universidade Federal de Sergipe, São Cristóvão, 2014. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/3596 |
identifier_str_mv |
ARAGÃO, João Fernandes Britto. Distance learning education and its comparison with traditional teaching methods : an experimental prospective randomized study.. 2014. 163 f. Tese (Doutorado em Ciências da Saúde) - Universidade Federal de Sergipe, São Cristóvão, 2014. |
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https://ri.ufs.br/handle/riufs/3596 |
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openAccess |
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Universidade Federal de Sergipe |
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Pós-Graduação em Ciências da Saúde |
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UFS |
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BR |
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Universidade Federal de Sergipe |
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