RESUMO
BACKGROUND: Advances in information technology have been widely used in teaching health care professionals. The use of multimedia resources may be important for clinical learning and we are not aware of previous reports using such technology in respiratory physical therapy education. OBJECTIVES: Our approach was to evaluate a conventional bronchial hygiene techniques (BHTs) course with an interactive online environment, including multimedia resources. METHODS: Previous developed audiovisual support material comprised: physiology, physiopathology and BHTs, accessible to students through the Internet in conjunction with BHTs classes. Two groups of students were compared and both attended regular classes: the on-line group (n=8) received access to online resources, while the control group (n=8) received conventional written material. Student's performance was evaluated before and after the course. RESULTS: A preliminary test (score 0 to 10) was applied before the beginning of the course, showing that the initial knowledge of both groups was comparable [online, 6.75 (SD=0.88) vs. control, 6.125 (SD=1.35); p>0.05]. Two weeks after the end of the course, a second test showed that the online group performed significantly better than the control group [respectively, 7.75 (SD=1.28) vs. 5.93 (SD=0.72); p>0.05]. CONCLUSIONS: The use of a multimedia online resource had a positive impact on student's learning in respiratory therapy field in which instrumental and manual resources are often used and can be explored using this technology.
Assuntos
Instrução por Computador , Internet , Multimídia , Modalidades de Fisioterapia/educação , Especialidade de Fisioterapia/educação , Adulto , Brônquios , Feminino , Humanos , MasculinoRESUMO
BACKGROUND: Advances in information technology have been widely used in teaching health care professionals. The use of multimedia resources may be important for clinical learning and we are not aware of previous reports using such technology in respiratory physical therapy education. Objectives: Our approach was to evaluate a conventional bronchial hygiene techniques (BHTs) course with an interactive online environment, including multimedia resources. METHODS: Previous developed audiovisual support material comprised: physiology, physiopathology and BHTs, accessible to students through the Internet in conjunction with BHTs classes. Two groups of students were compared and both attended regular classes: the on-line group (n=8) received access to online resources, while the control group (n=8) received conventional written material. Student's performance was evaluated before and after the course. RESULTS: A preliminary test (score 0 to 10) was applied before the beginning of the course, showing that the initial knowledge of both groups was comparable [online, 6.75 (SD=0.88) vs. control, 6.125 (SD=1.35); p>0.05]. Two weeks after the end of the course, a second test showed that the online group performed significantly better than the control group [respectively, 7.75 (SD=1.28) vs. 5.93 (SD=0.72); p>0.05]. CONCLUSIONS: The use of a multimedia online resource had a positive impact on student's learning in respiratory therapy field in which instrumental and manual resources are often used and can be explored using this technology.
CONTEXTUALIZAÇÃO: As novas tecnologias da informação têm sido amplamente utilizadas no ensino em saúde. O uso de recursos multimídia pode ser importante para o aprendizado clínico, no entanto não há descrição na literatura da aplicação e relevância desses recursos para o ensino de fisioterapia respiratória. OBJETIVOS: Avaliar o impacto de um recurso didático multimídia no ensino de manobras de higiene brônquica (MHB). MÉTODOS: O material didático multimídia previamente elaborado foi dividido em três módulos: "princípios fisiológicos", "fisiopatologia" e "MHB", disponibilizado em diversos formatos (páginas on-line, apostila e recursos audiovisuais) e inserido em um ambiente colaborativo de aprendizagem na internet, compondo um curso sobre MHB. Foram comparados dois grupos de estudantes que tiveram aulas presenciais convencionais sobre MHB. Durante o curso, um grupo (on-line, n=8) teve acesso ao recurso multimídia, enquanto o outro (controle, n=8) teve acesso ao material teórico convencional (textos e apostilas). O desempenho dos estudantes foi avaliado por dois testes (escore de 0 a 10) realizados antes e após o curso. RESULTADOS: Nossos resultados mostram que o desempenho dos dois grupos foi similar no primeiro teste (on-line, 6,75 (±0,88) vs. controle, 6,125 (±1,35); p>0,05). Duas semanas após o fim do curso, um segundo teste mostrou que o grupo on-line teve um desempenho melhor que o controle (respectivamente, 7,75 (±1,28) vs. 5,93 (±0,72); p<0,05). CONCLUSÕES: O uso de um recurso multimídia on-line teve um impacto positivo no aprendizado de estudantes de fisioterapia respiratória, área na qual os recursos instrumentais e manuais são frequentemente utilizados e podem ser explorados no contexto deste tipo de tecnologia.