Recursos educacionais mediados por tecnologia para educação permanente de profissionais de saúde: uma revisão sistemática
Palavras-chave:
Educação a distância, Educação Continuada, Pessoal de SaúdeResumo
Introdução: As Tecnologias Digitais da Informação e das Comunicações (TDIC) podem contribuir diretamente na melhoria de processos de ensino e aprendizagem, desde que observados alguns pressupostos. Com a expansão das referidas tecnologias, as formas de capacitação e atualização dos profissionais de saúde estão sendo modificadas, melhoradas e ganhando destaque através do ensino mediado por tecnologia. Objetivo: Sumarizar os recursos educacionais do ensino mediado por tecnologia que contribuem na formação e educação permanente dos profissionais de saúde. Método: Revisão sistemática realizada na PUBMED, LILACS, SCOPUS, WEB OF SCIENCE, de estudos nos últimos anos (2016-2020), abordando os recursos mediados por tecnologia na formação do profissional de saúde. Resultados: A busca encontrou um total de 724 estudos, exportados e inseridos na plataforma Rayyan. Foram excluídos 834 artigos por serem duplicados. Após a leitura dos títulos, restaram 62 artigos, cujos títulos e resumos foram lidos. Destes, 41 artigos foram lidos na íntegra e, por fim, 09 artigos foram incluídos nesta revisão. Conclusão: O uso de recursos mediados por tecnologia é eficaz nos processos formativos do profissional de saúde. Quanto aos principais recursos, os destaques são os vídeos, módulos educacionais e estudos de casos clínicos.
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Referências
1. Farias QLT, Rocha SP, Cavalcante ASP, Diniz JL, Ponte Neto OA da, Vasconcelos MIO. Implicações das tecnologias de informação e comunicação no processo de educação permanente em saúde. Revista Eletrônica de Comunicação, Informação e Inovação em Saúde [Internet] 2017 [cited 2021 Jan 14];11(4). Available from: www.reciis.icict.fiocruz.br]
2. Ramos ERLG, Souza FB de, Melo MMDC de. Incorporação das tecnologias de informação e comunicação na integração ensino-serviço dos cursos de saúde de uma universidade pública. Revista da ABENO [Internet] 2018 [cited 2021 Jan 14];18(3):159–68. Available from: https://revabeno.emnuvens.com.br/revabeno/article/view/580
3. Grosser J, Bientzle M, Kimmerle J. A literature review on the foundations and potentials of digital teaching scenarios for interprofessional health care education. International Journal of Environmental Research and Public Health2020;17(10).
4. Domingues AN, Jesus ITM de, Zem-Mascarenhas SH. Informática na Educação em Saúde e Enfermagem: análise dos grupos de pesquisa | Domingues | Journal of Health Informatics. Journal of Health Informatics [Internet] 2017 [cited 2021 Jan 14];9(1):19–24. Available from: http://www.jhi-sbis.saude.ws/ojs-jhi/index.php/jhi-sbis/article/view/460/301
5. Freire Filho JR, Silva CBG, Costa MV da, Forster AC. Educação Interprofissional nas políticas de reorientação da formação profissional em saúde no Brasil. Saúde em Debate [Internet] 2019 [cited 2021 Jan 14];43(spe1):86–96. Available from: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-11042019000500086&lng=en&nrm=iso&tlng=pt
6. Hilty DM, Turvey C, Hwang T. Lifelong Learning for Clinical Practice: How to Leverage Technology for Telebehavioral Health Care and Digital Continuing Medical Education [Internet]. Current Psychiatry Reports2018 [cited 2021 Jan 14];20(3). Available from: https://pubmed.ncbi.nlm.nih.gov/29527637/
7. Curran V, Fleet L, Simmons K, Lannon H, Gustafson DL, Wang C, et al. Adoption and Use of Mobile Learning in Continuing Professional Development by Health and Human Services Professionals. Journal of Continuing Education in the Health Professions [Internet] 2019 [cited 2021 Jan 14];39(2):76–85. Available from: https://pubmed.ncbi.nlm.nih.gov/30908401/
8. Moher D, Shamseer L, Clarke M, Ghersi D, Liberati A, Petticrew M, et al. Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica [Internet] 2016 [cited 2021 Jan 13];20(2):148–60. Available from: https://link.springer.com/articles/10.1186/2046-4053-4-1
9. Sideri S, Papageorgiou SN, Eliades T. Registration in the international prospective register of systematic reviews (PROSPERO) of systematic review protocols was associated with increased review quality. Journal of Clinical Epidemiology2018;100:103–10.
10. Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan-a web and mobile app for systematic reviews. Systematic Reviews [Internet] 2016 [cited 2021 Jan 13];5(1):1–10. Available from: https://link.springer.com/articles/10.1186/s13643-016-0384-4
11. Moola S, Munn Z, Tufanaru C, Aromataris E, Sears K, Sfetcu R, et al. Systematic reviews of etiology and risk. In: Joanna Briggs Institute Reviewer’s Manual,s E Aromataris, Z Munn (eds) [Internet]. 2017 [cited 2021 Jan 13]. Available from: https://reviewersmanual.joannabriggs.org/
12. Moher D, Liberati A, Tetzlaff J, Altman DG, Altman D, Antes G, et al. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine2009;6(7).
13. Shaw T, Yates P, Moore B, Ash K, Nolte L, Krishnasamy M, et al. Development and evaluation of an online educational resource about cancer survivorship for cancer nurses: a mixed-methods sequential study. European Journal of Cancer Care 2017;26(4):1–11.
14. Cartledge P, Miller M, Phillips R, Cantab M(, Leeds M(. CAN FACEBOOK ® BE USED TO ADMINISTER A DISTANCE-LEARNING MODULE OF EVIDENCE-BASED MEDICINE? AN OBSERVATIONAL STUDY. Rwanda Medical Journal / Revue Médicale Rwandaise RMJ 2017;74(1).
15. Roxo-Gonçalves M, Strey JR, Bavaresco CS, Martins MAT, Romanini J, Pilz C, et al. Teledentistry: A Tool to Promote Continuing Education Actions on Oral Medicine for Primary Healthcare Professionals. Telemedicine and e-Health 2017;23(4):327–33.
16. Shah S, Knoble S, Ross O, Pickering S. A Distance Blended Learning Program to Upgrade the Clinical Competence of District Non-doctor Anesthesia Providers in Nepal. World Journal of Surgery [Internet] 2017 [cited 2021 Jan 13];41(12):3006–11. Available from: https://link.springer.com/article/10.1007/s00268-017-4273-3
17. MacWalter G, McKay J, Bowie P. Utilisation of internet resources for continuing professional development: A cross-sectional survey of general practitioners in Scotland Career choice, professional education and development. BMC Medical Education [Internet] 2016 [cited 2021 Jan 13];16(1):24. Available from: http://www.biomedcentral.com/1472-6920/16/24
18. Zarifsanaiey N, Ghorbani N, Rezaee R. A comparison of mobile -based learning and lecture-based learning in an adult health care workers course. IIOAB Journal 2016;7:466–71.
19. Zhan X, Zhang Z, Sun F, Liu Q, Peng W, Zhang H, et al. Effects of improving primary health care workers’ knowledge about public health services in rural China: A comparative study of blended learning and pure E-Learning. Journal of Medical Internet Research 2017;19(5):1–12.
20. Cook DA, Blachman MJ, Price DW, West CP, Thomas BLB, Berger RA, et al. Educational Technologies for Physician Continuous Professional Development: A National Survey. Academic Medicine 2018;93(1):104–12.
21. Alshengeti A, Slayter K, Black E, Top K. On-line virtual patient learning: A pilot study of a new modality in antimicrobial stewardship education for pediatric residents. BMC Research Notes [Internet] 2020;13(1):1–5. Available from: https://doi.org/10.1186/s13104-020-05170-7
22. Pizzuti AG, Patel KH, McCreary EK, Heil E, Bland CM, Chinaeke E, et al. Healthcare practitioners’ views of social media as an educational resource. PLoS ONE 2020;15(2):1–16.
23. Car J, Carlstedt-Duke J, Tudor Car L, Posadzki P, Whiting P, Zary N, et al. Digital education in health professions: The need for overarching evidence synthesis [Internet]. Journal of Medical Internet Research2019 [cited 2021 Jan 14];21(2):e12913. Available from: https://www.jmir.org/2019/2/e12913/
24. Corsanigo AD, Feraud HA. Tele education as a strategy of optimization of the Health Integrated Networks’ response capacity. Latin American Journal of Telehealth 2019;6(2):169–75.
25. Cortez LR, Silva JA da, Feitosa EELC, Valença CN, Machiavelli JL. Programa de Educação Permanente em Saúde da Família: uma estratégia de cursos mediados por tecnologia para para trabalhadores da saúde. Revista de Saúde Digital e Tecnologias Educacionais [Internet] 2020 [cited 2021 Jan 16];5(1):77–87. Available from: http://www.repositorio.ufc.br/handle/riufc/54412
26. Curran V, Matthews L, Fleet L, Simmons K, Gustafson DL, Wetsch L. A Review of Digital, Social, and Mobile Technologies in Health Professional Education. Journal of Continuing Education in the Health Professions [Internet] 2017 [cited 2021 Jan 16];37(3):195–206. Available from: http://journals.lww.com/00005141-201703730-00008
27. Grosser J, Bientzle M, Kimmerle J. A literature review on the foundations and potentials of digital teaching scenarios for interprofessional health care education. International Journal of Environmental Research and Public Health2020;17(10).
28. Dunleavy G, Nikolaou CK, Nifakos S, Atun R, Law GCY, Car LT. Mobile digital education for health professions: Systematic review and meta-analysis by the digital health education collaboration [Internet]. Journal of Medical Internet Research2019 [cited 2021 Jan 16];21(2):e12937. Available from: https://www.jmir.org/2019/2/e12937/
29. Burrola-Mendez Y, Bonilla-Escobar FJ, Goldberg M, Pearlman J. Comparing the effectiveness of a hybrid and in-person courses of wheelchair service provision knowledge: A controlled quasiexperimental study in India and Mexico. PLoS ONE [Internet] 2019 [cited 2021 Jan 16];14(5). Available from: /pmc/articles/PMC6544290/?report=abstract
30. Rawlings D, Tieman J, Moores C. E-learning: Who uses it and what difference does it make? International Journal of Palliative Nursing [Internet] 2019 [cited 2021 Jan 16];25(10):482–93. Available from: https://pubmed.ncbi.nlm.nih.gov/31755839/
31. Blazer KR, Christie C, Uman G, Weitzel JN. Impact of web-based case conferencing on cancer genetics training outcomes for community-based clinicians. Journal of Cancer Education [Internet] 2012 [cited 2021 Jan 16];27(2):217–25. Available from: https://link.springer.com/article/10.1007/s13187-012-0313-8
32. Lau FA, Mendes VF, Ventura AA, Bollela VR, Teixeira L de AS. Implantação de Estratégias de Ensino à Distância durante o Internato: Desafios e Perspectivas. Revista Brasileira de Educação Médica [Internet] 2017 [cited 2021 Jan 16];41(2):269–77. Available from: http://dx.doi.org/10.1590/1981-52712015v41n2RB20160069
33. Gaupp R, Körner M, Fabry G. Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: A quasi-experimental study with third-year medical students. BMC Medical Education [Internet] 2016 [cited 2021 Jan 16];16(1). Available from: https://pubmed.ncbi.nlm.nih.gov/27400872/
2. Ramos ERLG, Souza FB de, Melo MMDC de. Incorporação das tecnologias de informação e comunicação na integração ensino-serviço dos cursos de saúde de uma universidade pública. Revista da ABENO [Internet] 2018 [cited 2021 Jan 14];18(3):159–68. Available from: https://revabeno.emnuvens.com.br/revabeno/article/view/580
3. Grosser J, Bientzle M, Kimmerle J. A literature review on the foundations and potentials of digital teaching scenarios for interprofessional health care education. International Journal of Environmental Research and Public Health2020;17(10).
4. Domingues AN, Jesus ITM de, Zem-Mascarenhas SH. Informática na Educação em Saúde e Enfermagem: análise dos grupos de pesquisa | Domingues | Journal of Health Informatics. Journal of Health Informatics [Internet] 2017 [cited 2021 Jan 14];9(1):19–24. Available from: http://www.jhi-sbis.saude.ws/ojs-jhi/index.php/jhi-sbis/article/view/460/301
5. Freire Filho JR, Silva CBG, Costa MV da, Forster AC. Educação Interprofissional nas políticas de reorientação da formação profissional em saúde no Brasil. Saúde em Debate [Internet] 2019 [cited 2021 Jan 14];43(spe1):86–96. Available from: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-11042019000500086&lng=en&nrm=iso&tlng=pt
6. Hilty DM, Turvey C, Hwang T. Lifelong Learning for Clinical Practice: How to Leverage Technology for Telebehavioral Health Care and Digital Continuing Medical Education [Internet]. Current Psychiatry Reports2018 [cited 2021 Jan 14];20(3). Available from: https://pubmed.ncbi.nlm.nih.gov/29527637/
7. Curran V, Fleet L, Simmons K, Lannon H, Gustafson DL, Wang C, et al. Adoption and Use of Mobile Learning in Continuing Professional Development by Health and Human Services Professionals. Journal of Continuing Education in the Health Professions [Internet] 2019 [cited 2021 Jan 14];39(2):76–85. Available from: https://pubmed.ncbi.nlm.nih.gov/30908401/
8. Moher D, Shamseer L, Clarke M, Ghersi D, Liberati A, Petticrew M, et al. Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica [Internet] 2016 [cited 2021 Jan 13];20(2):148–60. Available from: https://link.springer.com/articles/10.1186/2046-4053-4-1
9. Sideri S, Papageorgiou SN, Eliades T. Registration in the international prospective register of systematic reviews (PROSPERO) of systematic review protocols was associated with increased review quality. Journal of Clinical Epidemiology2018;100:103–10.
10. Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan-a web and mobile app for systematic reviews. Systematic Reviews [Internet] 2016 [cited 2021 Jan 13];5(1):1–10. Available from: https://link.springer.com/articles/10.1186/s13643-016-0384-4
11. Moola S, Munn Z, Tufanaru C, Aromataris E, Sears K, Sfetcu R, et al. Systematic reviews of etiology and risk. In: Joanna Briggs Institute Reviewer’s Manual,s E Aromataris, Z Munn (eds) [Internet]. 2017 [cited 2021 Jan 13]. Available from: https://reviewersmanual.joannabriggs.org/
12. Moher D, Liberati A, Tetzlaff J, Altman DG, Altman D, Antes G, et al. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine2009;6(7).
13. Shaw T, Yates P, Moore B, Ash K, Nolte L, Krishnasamy M, et al. Development and evaluation of an online educational resource about cancer survivorship for cancer nurses: a mixed-methods sequential study. European Journal of Cancer Care 2017;26(4):1–11.
14. Cartledge P, Miller M, Phillips R, Cantab M(, Leeds M(. CAN FACEBOOK ® BE USED TO ADMINISTER A DISTANCE-LEARNING MODULE OF EVIDENCE-BASED MEDICINE? AN OBSERVATIONAL STUDY. Rwanda Medical Journal / Revue Médicale Rwandaise RMJ 2017;74(1).
15. Roxo-Gonçalves M, Strey JR, Bavaresco CS, Martins MAT, Romanini J, Pilz C, et al. Teledentistry: A Tool to Promote Continuing Education Actions on Oral Medicine for Primary Healthcare Professionals. Telemedicine and e-Health 2017;23(4):327–33.
16. Shah S, Knoble S, Ross O, Pickering S. A Distance Blended Learning Program to Upgrade the Clinical Competence of District Non-doctor Anesthesia Providers in Nepal. World Journal of Surgery [Internet] 2017 [cited 2021 Jan 13];41(12):3006–11. Available from: https://link.springer.com/article/10.1007/s00268-017-4273-3
17. MacWalter G, McKay J, Bowie P. Utilisation of internet resources for continuing professional development: A cross-sectional survey of general practitioners in Scotland Career choice, professional education and development. BMC Medical Education [Internet] 2016 [cited 2021 Jan 13];16(1):24. Available from: http://www.biomedcentral.com/1472-6920/16/24
18. Zarifsanaiey N, Ghorbani N, Rezaee R. A comparison of mobile -based learning and lecture-based learning in an adult health care workers course. IIOAB Journal 2016;7:466–71.
19. Zhan X, Zhang Z, Sun F, Liu Q, Peng W, Zhang H, et al. Effects of improving primary health care workers’ knowledge about public health services in rural China: A comparative study of blended learning and pure E-Learning. Journal of Medical Internet Research 2017;19(5):1–12.
20. Cook DA, Blachman MJ, Price DW, West CP, Thomas BLB, Berger RA, et al. Educational Technologies for Physician Continuous Professional Development: A National Survey. Academic Medicine 2018;93(1):104–12.
21. Alshengeti A, Slayter K, Black E, Top K. On-line virtual patient learning: A pilot study of a new modality in antimicrobial stewardship education for pediatric residents. BMC Research Notes [Internet] 2020;13(1):1–5. Available from: https://doi.org/10.1186/s13104-020-05170-7
22. Pizzuti AG, Patel KH, McCreary EK, Heil E, Bland CM, Chinaeke E, et al. Healthcare practitioners’ views of social media as an educational resource. PLoS ONE 2020;15(2):1–16.
23. Car J, Carlstedt-Duke J, Tudor Car L, Posadzki P, Whiting P, Zary N, et al. Digital education in health professions: The need for overarching evidence synthesis [Internet]. Journal of Medical Internet Research2019 [cited 2021 Jan 14];21(2):e12913. Available from: https://www.jmir.org/2019/2/e12913/
24. Corsanigo AD, Feraud HA. Tele education as a strategy of optimization of the Health Integrated Networks’ response capacity. Latin American Journal of Telehealth 2019;6(2):169–75.
25. Cortez LR, Silva JA da, Feitosa EELC, Valença CN, Machiavelli JL. Programa de Educação Permanente em Saúde da Família: uma estratégia de cursos mediados por tecnologia para para trabalhadores da saúde. Revista de Saúde Digital e Tecnologias Educacionais [Internet] 2020 [cited 2021 Jan 16];5(1):77–87. Available from: http://www.repositorio.ufc.br/handle/riufc/54412
26. Curran V, Matthews L, Fleet L, Simmons K, Gustafson DL, Wetsch L. A Review of Digital, Social, and Mobile Technologies in Health Professional Education. Journal of Continuing Education in the Health Professions [Internet] 2017 [cited 2021 Jan 16];37(3):195–206. Available from: http://journals.lww.com/00005141-201703730-00008
27. Grosser J, Bientzle M, Kimmerle J. A literature review on the foundations and potentials of digital teaching scenarios for interprofessional health care education. International Journal of Environmental Research and Public Health2020;17(10).
28. Dunleavy G, Nikolaou CK, Nifakos S, Atun R, Law GCY, Car LT. Mobile digital education for health professions: Systematic review and meta-analysis by the digital health education collaboration [Internet]. Journal of Medical Internet Research2019 [cited 2021 Jan 16];21(2):e12937. Available from: https://www.jmir.org/2019/2/e12937/
29. Burrola-Mendez Y, Bonilla-Escobar FJ, Goldberg M, Pearlman J. Comparing the effectiveness of a hybrid and in-person courses of wheelchair service provision knowledge: A controlled quasiexperimental study in India and Mexico. PLoS ONE [Internet] 2019 [cited 2021 Jan 16];14(5). Available from: /pmc/articles/PMC6544290/?report=abstract
30. Rawlings D, Tieman J, Moores C. E-learning: Who uses it and what difference does it make? International Journal of Palliative Nursing [Internet] 2019 [cited 2021 Jan 16];25(10):482–93. Available from: https://pubmed.ncbi.nlm.nih.gov/31755839/
31. Blazer KR, Christie C, Uman G, Weitzel JN. Impact of web-based case conferencing on cancer genetics training outcomes for community-based clinicians. Journal of Cancer Education [Internet] 2012 [cited 2021 Jan 16];27(2):217–25. Available from: https://link.springer.com/article/10.1007/s13187-012-0313-8
32. Lau FA, Mendes VF, Ventura AA, Bollela VR, Teixeira L de AS. Implantação de Estratégias de Ensino à Distância durante o Internato: Desafios e Perspectivas. Revista Brasileira de Educação Médica [Internet] 2017 [cited 2021 Jan 16];41(2):269–77. Available from: http://dx.doi.org/10.1590/1981-52712015v41n2RB20160069
33. Gaupp R, Körner M, Fabry G. Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: A quasi-experimental study with third-year medical students. BMC Medical Education [Internet] 2016 [cited 2021 Jan 16];16(1). Available from: https://pubmed.ncbi.nlm.nih.gov/27400872/
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2023-09-18
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Os originais aceitos e publicados tornam-se propriedade da Revista Brasileira de Tecnologias Educacionais em Saúde. A revista adota a Licença Creative Commons, CC BY-NC. É possível acessar, baixar (download), copiar, imprimir, compartilhar e distribuir os artigos publicados conosco, desde que para uso não comercial, mencionando a RESDITE e atribuindo os créditos de autoria. A revista permite que os autores distribuam a versão do trabalho publicada conosco (ex.: em repositórios institucionais), desde que seja reconhecida a autoria e a publicação inicial na RESDITE.
