Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNIFESP |
Texto Completo: | http://repositorio.unifesp.br/handle/11600/9286 |
Resumo: | 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. |
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Cursos em educação médica continuada on-line na América Latina: um olhar pedagógicoOnline Continuing Medical Education Courses in Latina America: a pedagogical approachEducação a distância/métodosEducação médica continuada/métodosAprendizagem onlineContinuing medical education/methodsOnline learningEducation, distance/methodsIntroduction: 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.Leite, Maria Teresa Meirelles. Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico. [Online Continuing Medical Education Courses in Latina America: a pedagogical approach]. Orientador: Daniel Sigulem. São Paulo: s.n., 2008. [146]. Dissertação(Mestrado em Ciências)-Universidade Federal de São Paulo. Escola Paulista de Medicina. Resumo: Introdução: A educação médica continuada on-line oferecida por universidades parece priorizar os conteúdos transmitidos, a qualidade estética e a sofisticação tecnológica, dedicando pouca atenção aos aspectos pedagógicos. Os objetivos desta pesquisa são: sistematizar aspectos teóricos de educação, de educação a distância e de educação médica continuada (EMC) e identificar as abordagens pedagógicas prevalentes nos cursos em EMC on-line no Brasil e América Latina, por meio de artigos publicados. Metodologia: Após a elaboração do quadro teórico e do estabelecimento do escopo da pesquisa foram conduzidas buscas bibliográficas em bases de dados eletrônicas internacionais em saúde, medicina e humanidades. A seguir, foram realizadas pesquisas complementares, em websites de universidades da América do Sul. Resultados: Apenas quatro relatos obedeciam plenamente aos critérios estabelecidos para a investigação, sendo que três (3) parecem obedecer à abordagem cognitivista e um (1) à abordagem tradicional. Após a busca complementar, constatou-se que de um total de duzentas e vinte e seis (226) escolas médicas presentes em treze (13) países da América do Sul, estão disponíveis para consulta na Internet treze (13) experiências de EMC on-line. Entre elas, houve referência a concepções de educação em apenas oito (8). Discussão: Foram discriminados os limites impostos a esta pesquisa, observaram-se as características de uma busca bibliográfica envolvendo a área de humanas, estabeleceu-se que os resultados não constituem um referencial para avaliar os cursos quanto à concepção de educação, considerou-se a legitimidade dos resultados como amostragem significativa para ilustrar o volume de artigos disponíveis sobre o tema. Foram analisados os artigos incluídos, assim como diversos achados relevantes. Foram discutidos outros aspectos relacionados ao quadro teórico inicial, como perfil do docente e pós-modernidade. Conclusões: 1. Praticamente inexiste, na comunidade acadêmica latino-americana que desenvolve estudos pedagógicos nesta área, um envolvimento com a publicação científica nas bases de dados pesquisadas. 2. A falta de informações sobre aspectos pedagógicos pode revelar a ausência de um especialista em educação no planejamento dos cursos e pode apontar para a necessidade dos cursos de Pedagogia brasileiros investirem na formação do profissional capaz de atender essa demanda. 3. Há grande tendência das instituições privadas oferecerem educação continuada a distância, o que ficou evidente a partir da pesquisa complementar nos sites das universidades. 4. A partir dos resultados, foi possível constatar também que vários autores concordam que, com as recentes mudanças sociais, muitas transformações são esperadas da Educação. 5. O quadro teórico desenvolvido pode auxiliar a estabelecer fundamentos para reconhecer onde o conhecimento pedagógico se insere no contexto da EaD. 6. Além da pesquisa sobre o número de cursos oferecidos na América Latina e suas características, pode ser relevante utilizar o mesmo referencial teórico para estabelecer critérios de análise qualitativa dos cursos oferecidos por uma instituição específica, indicando possibilidade de novas pesquisas..TEDEBV UNIFESP: Teses e dissertaçõesUniversidade Federal de São Paulo (UNIFESP)Sigulem, Daniel [UNIFESP]Universidade Federal de São Paulo (UNIFESP)Leite, Maria Teresa Meirelles [UNIFESP]2015-07-22T20:49:49Z2015-07-22T20:49:49Z2008-11-28info:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersion146 p.application/pdfLEITE, Maria Teresa Meirelles. Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico. 2008. Dissertação (Mestrado) - Universidade Federal de São Paulo (UNIFESP), São Paulo, 2008.Publico-9286.pdfhttp://repositorio.unifesp.br/handle/11600/9286porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2024-08-05T14:04:43Zoai:repositorio.unifesp.br/:11600/9286Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652024-08-05T14:04:43Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.fl_str_mv |
Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico Online Continuing Medical Education Courses in Latina America: a pedagogical approach |
title |
Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico |
spellingShingle |
Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico Leite, Maria Teresa Meirelles [UNIFESP] Educação a distância/métodos Educação médica continuada/métodos Aprendizagem online Continuing medical education/methods Online learning Education, distance/methods |
title_short |
Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico |
title_full |
Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico |
title_fullStr |
Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico |
title_full_unstemmed |
Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico |
title_sort |
Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico |
author |
Leite, Maria Teresa Meirelles [UNIFESP] |
author_facet |
Leite, Maria Teresa Meirelles [UNIFESP] |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sigulem, Daniel [UNIFESP] Universidade Federal de São Paulo (UNIFESP) |
dc.contributor.author.fl_str_mv |
Leite, Maria Teresa Meirelles [UNIFESP] |
dc.subject.por.fl_str_mv |
Educação a distância/métodos Educação médica continuada/métodos Aprendizagem online Continuing medical education/methods Online learning Education, distance/methods |
topic |
Educação a distância/métodos Educação médica continuada/métodos Aprendizagem online Continuing medical education/methods Online learning Education, distance/methods |
description |
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. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-11-28 2015-07-22T20:49:49Z 2015-07-22T20:49:49Z |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
LEITE, Maria Teresa Meirelles. Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico. 2008. Dissertação (Mestrado) - Universidade Federal de São Paulo (UNIFESP), São Paulo, 2008. Publico-9286.pdf http://repositorio.unifesp.br/handle/11600/9286 |
identifier_str_mv |
LEITE, Maria Teresa Meirelles. Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico. 2008. Dissertação (Mestrado) - Universidade Federal de São Paulo (UNIFESP), São Paulo, 2008. Publico-9286.pdf |
url |
http://repositorio.unifesp.br/handle/11600/9286 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.format.none.fl_str_mv |
146 p. application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Paulo (UNIFESP) |
publisher.none.fl_str_mv |
Universidade Federal de São Paulo (UNIFESP) |
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reponame:Repositório Institucional da UNIFESP instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
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Universidade Federal de São Paulo (UNIFESP) |
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UNIFESP |
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UNIFESP |
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Repositório Institucional da UNIFESP |
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Repositório Institucional da UNIFESP |
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Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP) |
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biblioteca.csp@unifesp.br |
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1814268344798281728 |