Banca de QUALIFICAÇÃO: RICARDO JOSE FONSECA DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : RICARDO JOSE FONSECA DE OLIVEIRA
DATA : 06/12/2016
HORA: 15:00
LOCAL: Sala de Telemedicina - RUTE - HUOL
TÍTULO:

Analysis of the learning retention in pneumology two years after the use of Interactive Spaced Education in undergraduate medical students.

PALAVRAS-CHAVES:

E-learning, Pulmonology, Undergraduate.

PÁGINAS: 65
GRANDE ÁREA: Ciências da Saúde
ÁREA: Medicina
RESUMO:

INTRODUCTION - Interactive Spaced Education (ISE) is a teaching tool that consists of two components: the assessment component, composed of multiple choice questions and / or short answers, and the educational component, which provides immediate feedback to the Student, with a brief explanation on the subject. The objective of this study was to evaluate the retention of learning in pneumology of undergraduate students at a university in the Northeast of Brazil. METHODS: A randomized cross-over study involving 124 fourth-year medical students was conducted. After a pre-test with 20 multiple choice questions, participants received ISE questionnaires covering four major topics in pulmonology (obstructive diseases, respiratory infections, lung cancer, and respiratory failure) twice a week for 12 weeks. In the same period, all participants received this content by the conventional method in the discipline of diseases of the respiratory system. After 12 weeks, they underwent a post-test identical to the pre-test and re-evaluated with the same after 2 years. According to the percentage of response, students were divided into two groups: G1 - responded 50% or more ISE and G2 - responded less than 50%. Statistical analysis compared the mean scores obtained in both groups using the Mann-Whitney test. RESULTS - G1 and G2 had 70 and 54 students, respectively. The cognitive knowledge assessed by the pretest was similar between groups. In the post-test, there was a statistically significant difference in favor of G1 (7.33 ± 1.16) in relation to G2 (6.64 ± 1.22), p = 0.005. This significant difference was maintained after 2 years in favor of G1 (7.07 ± 1.44) versus G2 (6.57 ± 1.54), p = 0.045. CONCLUSION - We concluded that ISE improved the learning of fourth year medical students of pulmonology and retained this learning after 2 years, and may be a useful option to increase the cognitive ability of undergraduate students in medicine.

MEMBROS DA BANCA:
Presidente - 2172036 - MARIA JOSE PEREIRA VILAR
Externo ao Programa - 2171406 - ELAINE LIRA MEDEIROS BEZERRA
Externo à Instituição - PAULO MARCONDES CARVALHO JUNIOR - UFSC