The Design and Program Evaluation of a Distributed PBL Curriculum for Training Family Doctors in Brazil

José B. C. Tomaz, MD, MHPE, [batistatomaz@gmail.com], Center for Educational Development in Health, School of Public Health of Ceará, Av. Beira-Mar, 4344, 1102, Fortaleza, Ceará, CEP 60.165-121, Brazil [http://www.esp.ce.gov.br]
Henk T. van der Molen, PhD [vandermolen@fsw.eur.nl], Institute of Psycholology, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Postbox 1738 3000 DR Rotterdam, The Netherlands [http://www.eur.nl/fsw/english/psychology/]
Sílvia Mamede, MD, PhD [mamede@fsw.eur.nl], Institute of Psychology, Erasmus University Rotterdam, Burgemeester Oudlaan 50, T13-33, 3062PA, Rotterdam, The Netherlands [http://www.eur.nl/fsw/english/psychology/]

Abstract

Over the past decade Problem-based Learning (PBL) and distance education have been combined as educational approaches in higher education. This combination has been called distributed PBL (dPBL). However, more research is needed to obtain more evidence and deeper insight in how to design and implement dPBL. The present study aims at describing the design and the evaluation results of a competence-based, problem-based, web-based curriculum for training family doctors in Brazil. It focuses on a post graduate course “Clinical approaches for elderly people with dementia” offered by the School of Public Health of Ceará, Brazil. The course is 120 hours long and is available through the Learning Management System Moodle. It was offered to two classes of 30 participants. A self-administered questionnaire with closed and open questions was filled in by the participants of the two classes. The questions included various aspects such as the quality of teaching materials, the adequacy of the chosen educational approach, the technologies used for information and communication technology, the performance of the tutors and the satisfaction of participants. In general, the results indicated that the competence-based approach for curriculum design was adequate for our proposal and the course was highly rated by respondents.

Resumo

Durante a última década a Aprendizagem Baseada em Problemas (PBL) e a educação a distância (EAD) têm sido combinadas como abordagens educativas no ensino superior. Esta combinação tem sido chamada “PBL distribuído” (dPBL). No entanto, mais estudos são necessários para obter mais evidências e uma visão mais aprofundada de como conceber e implementar dPBL. O presente estudo tem como objetivo descrever o desenho e os resultados da avaliação de um currículo baseado em competências, em problemas, e na web para formação de médicos de família no Brasil. Concentra-se em um curso de pós-graduação "Abordagem Clínica do Idoso com Demência" oferecido pela Escola de Saúde Pública do Ceará, Brasil. O curso tem 120 horas de duração e está disponível por meio do Sistema de Gerenciamento de Aprendizagem - Moodle. Foi oferecido para duas turmas de 30 participantes. Um questionário auto-administrado, com perguntas fechadas e abertas, foi preenchido pelos participantes das duas turmas. As perguntas incluíram vários aspectos, como a qualidade dos materiais de ensino, a adequação da abordagem educacional escolhida, as tecnologias de informação e de comunicação utilizadas, o desempenho dos tutores e a satisfação dos participantes. Em geral, os resultados indicaram que a abordagem baseada em competências para a concepção curricular foi adequada para o nosso propósito e o curso foi muito bem avaliado pelos participantes.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, internet, collaborative learning, learning management system, MOOC, interaction, LMS,

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