Banca de DEFESA: TALITA HELENA MONTEIRO DE MOURA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : TALITA HELENA MONTEIRO DE MOURA
DATE: 17/12/2021
TIME: 15:00
LOCAL: Recife
TITLE:

ANALYSIS OF THE MASSIVE ONLINE OPEN COURSES OF THE PERMANENT FAMILY HEALTH EDUCATION PROGRAM IN THE SUS VIRTUAL LEARNING ENVIRONMENT

KEY WORDS:

Primary Health Care. Education Online. Education Continuing. Massive Open Online Courses

PAGES: 171
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

Massive Open Online Courses (MOOCs) are a strategy to enable access to information and knowledge sharing, in this case, among health professionals in continuing education actions. The programs and policies that encourage the qualification of human resources for the Unified Health System (SUS) encourage the realization of extension, improvement, specialization and other modalities courses. The general objective of this research was to analyze the impacts of the MOOCs of the Program of Continuing Education in Family Health (PEPSUS) on the work context in Primary Health Care (APS). This is an exploratory, descriptive and analytical research, with a quantitative and qualitative approach. The study was carried out in three stages: 1. mapping the structure of the PEPSUS MOOCs; 2. mapping the opinions of professionals/students who completed at least one of these courses; and 3. analysis of professionals' opinions and relationship with the structure of the courses. The mapping of the structure of the courses was carried out in the ATLAS Ti software following the Cycle Coding proposed by Saldaña (2013). The normative documents of the PEPSUS and the representative images of the virtual learning environment were analyzed and compared to the opinions of health professionals, seeking to identify the fulfillment of the demands of permanent education in the SUS and applicability in the PHC. In the first cycle, provisional coding was applied based on bibliographical references on the structure of MOOCs, so that they were systematized into three areas: curriculum and virtual spaces, learning objects, support and communication. The mapping of the professionals' opinions was carried out through an online questionnaire, with a total of 584 respondents. Quantitative data were analyzed using the SPSS software, version 18. To characterize the sociodemographic and occupation profile, the percentage frequencies were calculated. The main reasons for enrolling in the courses were: need to improve professional practice (52,1%), need to know the contents (19,2%) and to improve the team work process (8%). Of the total 19 MOOCs analyzed, those with the highest proportion of registered were: 1. Primary Health Care, Family Health Strategy and Territorialization (9,1%), 2. Health Care for the Elderly in PHC (8,0 %), 3. Wounds and dressings in PHC (7,6%). The Chi-square test for independence was applied to analyze the influence of the participants' education in relation to the quality of learning resources; evaluation activities; AVASUS browsing; Support; certifications; matching of content to learning needs; content consistency with professional practice; applicability of contents in professional practice; and applicability of knowledge in professional practice. The results showed a prevalence above 95%, the statistical relevance of satisfaction being evident (p-value < 0.001). The difficulties common to all education categories evaluated were: reconciling workload with the course and involving the team. At the end of the research, a set of principles was suggested to support the construction of MOOCs with PHC themes: 1) Humans; 2) Pedagogical; 3) Structural and technological; 4) Regulatory and evaluative; 5) Health Care Network and 6) Health Management.

BANKING MEMBERS:
Presidente - 1229033 - PATRICIA SMITH CAVALCANTE
Interna - 1721820 - ANA BEATRIZ GOMES PIMENTA DE CARVALHO
Interna - 2324068 - CRISTINE MARTINS GOMES DE GUSMAO
Externo à Instituição - JOSÉ ADAILTON DA SILVA - UFRN
Externa à Instituição - ELOIZA DA SILVA GOMES DE OLIVEIRA - UERJ