Massive open online course on breastfeeding during the COVID-19 pandemic in Mexico.

BACKGROUND: COVID-19 virus was reported to be transmitted through breastfeeding (BF), creating the need for rapidly available, standardized information and training for health personnel and the community about BF as an urgent action to reduce misinformation and unethical promotion of breast milk substitutes (BMS). In Mexico, a massive open online course (MOOC) was designed and implemented to protect, promote and support BF in emergency contexts. METHODS: MOOC registration consisted of collection of quantitative data regarding participant characteristics, MOOC coverage, scores achieved and completion rates. A multiple linear regression analysis was performed to relate the absolute and relative skills earned in the MOOC to participant characteristics. In addition, factors associated with completion rate and dissemination of information from the MOOC were analyzed using multiple logistic regression and presented as odds ratios. RESULTS: During a period of 19 months, 52,426 participants across the country, including health personnel and general population, entered the Cursos en Linea del Instituto Mexicano del Seguro Social (CLIMSS) platform, of which 50.5% completed the MOOC. The level of participation was maintained from January 2021 to early 2022 when the perception of the risk of getting sick from COVID-19 and quarantining decreased. In adjusted analysis, completion rate was associated with being older or belonging to a health institution; furthermore, residing in the north of the country doubled the odds of completing the MOOC (odds ratio 2.24; 95% confidence interval 1.95-2.56). CONCLUSIONS: A MOOC can be a useful training strategy to disseminate information, especially in emergencies where physical distancing is important and reaching the largest possible population is required.

Evaluación de un curso online de educación sexual integral escolar de autoaprendizaje para público en general: curso MOOC / Evaluation of a comprehensive scholar sexual education course self-learning online to general population: MOOC course

Introducción: La educación sexual integral escolar es recomendada por la UNESCO, la OMS, la UNICEF y las NN.UU. Objetivo: Evaluación de un curso de educación sexual integral escolar on line de autoaprendizaje para público general, tipo MOOC (Massive Online Open Course), gratuito. Método: Constituido por 17 capítulos, 17 conferencias, 213 preguntas, 14 videos/talleres con 76 preguntas, curso en radio FM 102.5 UCH y 3 películas originales. Sin fecha de término. Resultados: Se inscribieron voluntariamente 230 estudiantes: el 88% provenientes de Chile, el 6% del extranjero y el 6% sin identificación. El 93% eran menores de 29 años, el 60% de sexo femenino y el 94% con educación media o universitaria. El tiempo de ejecución del curso fue menos de 50 días en el 6%, de 100 a 300 días en el 78,7%, y de 301 a 399 días en el 15%. De los 751 inscritos a diciembre de 2021, terminaron el primer módulo 230 (30,6%), el segundo 207 (28%), el tercero 199 (26%), el cuarto 184 (25%) y el quinto 177 (24%). De los 230 que iniciaron el primer módulo terminaron el curso 177 (77%). La evaluación final del cumplimiento de los objetivos de los cinco módulos del curso como bueno/excelente fue la siguiente: primero 89%, segundo 91%, tercero 92%, cuarto 93% y quinto 94%; para los cinco módulos fue 92% (intervalo de confianza del 95% [IC95%]: 90,9-92,7). La evaluación final de la calidad del desarrollo del curso como buena/excelente fue la siguiente: primero 92% (IC95%: 90,5-94,0) segundo 92% (IC95%: 90,1-93,9%), tercero 93% (IC95%: 91,2-94,9%), cuarto 94% (IC95%: 91,8-95,4%) y quinto 96% (IC95%: 92,0-98,4%); para los cinco módulos fue 93% (IC95%: 92,1-93,7%). Conclusiones: La evaluación de los participantes en el Cumplimiento de los Objetivos y en la Calidad del Desarrollo, en los 19 temas temas del curso alcanza un promedio de 92% y 93%, respectivamente.

Introduction: The comprehensive scholar sexual education is recommended by UNESCO, WHO, UNICEF and UN. Objective: Evaluation of comprehensive scholar sexual education course for general public, MOOC free. Method: On line course with 17 chapters, 17 conferences, 213 questions, 14 videos/workshops with 76 questions, course FM Radio 102.5 and 3 original films. Without date of term. Results: 230 free and voluntary student inscriptions: 88% were coming from Chile, 6% from other countries and 6% without identification. 93% were 29 years old or less, 60% were women and 94% with high school or university education. The periods of course execution were: 50 days or less in 6%, between 100 and 300 days in 78.7% and between 301 and 399 days in 15% on. From the 751 initial inscriptions at December/2021, 230 complete the first module (30,6%), 207 (28%) the second module, 199 (26%) the third module, 184 (25%) the fourth module and 177 (24%) the fifth module. From 230 initial of first module, finish 177 (77%). The final evaluation of the mastery of course objectives as good and excellent were: first module 89%, second module 91%, third module 92%, fourth module 93% and fifth module 94%; for the total course was 92% (95% confidence interval [95%CI]: 90.9-92.7). The course development quality were qualified as good and excellent in 92% (95%CI: 90.5-94.0) first module, 92% (95%CI: 90.1-93.9%) second module, 93% (95%CI: 91.2-94.9%) third module, 94% (95%CI:91.8-95.4%) fourth module and 96% (95%CI: 92.0-98.4%) fifth module; for the total course 93% (95%CI: 92.1-93.7%). Conclusions: The participants evaluation of the course, was 92% and 93% for the Mastery and Development Quality, respectively.

Massive health education through technological mediation: Analyses and impacts on the syphilis epidemic in Brazil.

With syphilis cases on the rise, Brazil declared an epidemic in 2016. To address the consequent public health crisis, the Ministry of Health laid out a rapid response plan, namely, the "Syphilis No!" Project (SNP), a national instrument to fight the disease which encompasses four dimensions: (a) management and governance, (b) surveillance, (c) comprehensive care, and (d) strengthening of educommunication. In the dimension of education, the SNP developed the learning pathway "Syphilis and other Sexually Transmitted Infections (STIs)" to strengthen and promote Health Education. This pathway features 54 Massive Open Online Courses (MOOCs), delivered through the Virtual Learning Environment of the Brazilian Health System (AVASUS). This paper analyzes the impacts of the learning pathway "Syphilis and other STIs" on the response to the epidemic in Brazil, highlighting the educational process of the learning pathway and its social implications from the perspective of the United Nations' 2030 Agenda and its Sustainable Development Goals. Three distinct databases were used to organize the educational data: the learning pathway "Syphilis and other STIs" from AVASUS, the National Registry of HealthCare Facilities from the Brazilian Ministry of Health (MoH), and the Brazilian Occupation Classification, from the Ministry of Labor. The analysis provides a comprehensive description of the 54 courses of the learning pathway, which has 177,732 enrollments and 93,617 participants from all Brazilian regions, especially the Southeast, which accounts for the highest number of enrollees. Additionally, it is worth noting that students living abroad also enrolled in the courses. Data characterization provided a demographic study focused on the course participants' profession and level of care practiced, revealing that the majority (85%) worked in primary and secondary healthcare. These practitioners are the target audience of the learning pathway and, accordingly, are part of the personnel directly engaged in healthcare services that fight the syphilis epidemic in Brazil.

NANO-MOOCs to train university professors in digital competences.

Rapid changes in technology force Higher Education Institutions (HEIs) to generate policies and permanent digital adaptations in their exercise of forming professionals through university professors. HEIs -in their permanent desire to qualify teaching faculty and graduate high-level professionals-develop continuous training events to strengthen and update techno-pedagogical skills that allow giving concrete responses to the needs of a globalized society during a human-educational crisis that arises from the COVID-19 pandemic. This study aims at analyzing whether nano-MOOCs improve digital teaching competences in university professors since in the scientific literature, this topic does not show with certainty the effectiveness of these types of courses in teacher training. By conducting a quantitative descriptive-inferential, comparative quasi-experimental research (pre-test and post-test) and with a sample made up of 297 faculty members from Universidad Técnica del Norte (UTN, Ibarra-Ecuador) belonging to the five academic units that compose it, it was identified that the teaching staff has limitations in two of the areas of competence that are articulated by INTEF Common Framework: creation of digital content and security; nevertheless, they did show optimal skills in the areas of information and information literacy, communication and collaboration, and problem solving. The findings also determined that online training based on a nano-MOOC format becomes a successful alternative for university faculty training, 83.84% of the participants under study improved their level of digital competence. These results show that an efficient customizable training can be achieved in less time and adjusted to the needs and characteristics of the professors. The criteria of various authors in this field are ratified with this research, it is, therefore, relevant to evaluate the level of digital competence of teachers and, based on that, be able to plan a personalized training program.

Plataforma CLIMSS como herramienta de alfabetización en salud durante la crisis sanitaria de Covid-19 / CLIMSS online platform as a health literacy tool during the health crisis of Covid-19

Resumen: Objetivo: Describir a la plataforma Cursos en Línea Masivos del IMSS (CLIMSS) como herramienta de alfabetización en salud, a través de la evaluación de la eficiencia terminal, la ganancia de competencias y satisfacción de los usuarios de cursos en línea masivos en el tema de Covid-19. Material y métodos: Se analizaron datos de 20 cursos ofertados entre marzo y octubre de 2020. Se evaluaron las calificaciones pre y pos, el número total de registros, el total de cursos terminados y la satisfacción del usuario. Resultados: Se registraron un total de 4.9 millones de usuarios y 10 millones de inscripciones, en todos los estados de la República mexicana, con una eficiencia terminal de 85%, una ganancia de competencias de 30% y una satisfacción de 9.34 (10). Conclusiones: La plataforma CLIMSS ha mostrado ser una herramienta para la alfabetización en salud con un alcance de millones de mexicanos en temas relacionados con la crisis sanitaria Covid-19.

Abstract: Objective: To describe the Massive Online Open Courses (MOOC) or Cursos en Línea Masivos del IMSS (CLIMSS) platform as a health literacy tool by evaluating the terminal efficiency, the competence gains, and the users' satisfaction of the massive online courses offered by the Mexican Institute of Social Security, on Covid- 19. Materials and methods: Data from 20 courses offered between March and October 2020 were analyzed. We evaluated scores from the pre and post-tests, the total number of registries, total courses completed, and users' satisfaction. Results: We registered a total of 4.9 million users and 10 million registrations, in all Mexican states, with a terminal efficiency of 85%, a competence gain of 30%, and a users' satisfaction of 9.34 (10). Conclusions: The CLIMSS platform has proven to be a tool for health literacy reaching millions of Mexicans on Covid-19 related topics.

Development and Assessment of a Brazilian Pilot Massive Open Online Course in Planetary Health Education: An Innovative Model for Primary Care Professionals and Community Training.

Introduction: Planetary health (PH) has emerged as a leading field for raising awareness, debating, and finding solutions for the health impacts of human-caused disruptions to Earth's natural systems. PH education addresses essential questions of how humanity inhabits Earth, and how humans affect, and are affected by, natural systems. A pilot massive open online course (MOOC) in PH was created in Brazil in 2020. This MOOC capitalized on the global online pivot, to make the course accessible to a broader audience. This study describes the process of course creation and development and assesses the impact evaluation data and student outcomes of the PH MOOC. Methods: The PH MOOC pilot was launched in Brazilian Portuguese, using the TelessaúdeRS-UFRGS platform on 4/27/2020 and concluded on 7/19/2020 with a total load of 80 h. It was composed of 8 content modules, pre and post-test, 10 topics in a forum discussion, and an optional action plan. This study analyzes the course database, profile of participants, answers to questionnaires, forum interaction, and action plans submitted. Results: Two thousand seven hundred seventy-seven participants enrolled in the course, of which 1,237 (44.54%) gave informed consent for this study. Of the 1,237 participants who agreed to participate in the research, 614 (49.8%) completed the course, and 569 (92.67%) were accredited by TelessaúdeRS-UFRGS. The majority of the participants were concerned with climate change, trained in the health area, and worked in primary health care in places that lacked ongoing sustainability programs. Two hundred forty-one action plans were submitted, major topics identified were food and nutrition, infectious diseases, and garbage and recycling. Discussion: The use of the PH lens and open perspective of the course centered the need to communicate planetary health topics to individuals. The local plans reflected the motto of "think global and act local." Brazil presents a context of an unprecedented social, political, and environmental crisis, with massive deforestation, extensive fires, and biomass burning altering the biomes, on top of an ongoing necropolitical infodemic and COVID-19 pandemic. In the face of these multiple challenges, this MOOC offers a timely resource for health professionals and communities, encouraging them to address planetary challenges as fundamental health determinants.

Massive Open Online Course (MOOC) Opportunities in Health Education (HE) in a mandatory social isolation context.

Background: Routine care for prevention and health promotion has reduced significantly due to the Covid-19 pandemic and mandatory social isolation measures. In this context, it is necessary to identify and describe Massive Open Online Courses (MOOCs) that provide opportunities for health education, promotion, and prevention aimed at the general population. The study is a systematic review of MOOCs on health education, health promotion, and prevention for the general population in a pandemic context. Methods: We developed a search for MOOC courses aimed at the general population on health education, health promotion, and prevention in different available MOOC platforms. We executed a descriptive analysis of the main characteristics of the selected MOOCs. Results: There were 117 MOOCs chosen on health education, promotion, and prevention for the general population. Coursera (40.3%) was the platform that offered the highest quantity of MOOCs; more than half of the MOOCs were in English (52.9%). The median (interquartile range) duration of the selected MOOCs was 11 (6-15) hours. The predominant themes were "Health promotion" (43%) and "Food and nutrition" (31%), and the origin was mainly from Europe (37.8%). Conclusions: MOOC offerings in health education are diverse, predominantly in English, of European origin, and in health promotion issues. This study opens an opportunity to multiply initiatives in different territories, considering other languages and topics more akin to each territorial reality, allowing it to be a more equitable learning opportunity in times of pandemic and compulsory social isolation.

Círculos de Reflexión y lógica P2P: Una alternativa didáctica a la Colonización del MOOC / P2P Reflection and Logic Circles: A Didactic Alternative to MOOC Colonization

Resumen En la era digital, es importante transitar hacia una Educación Popular Transmedia. El concepto es una articulación entre la tradición histórica latinoamericana iniciada por Paulo Freire y el reconocimiento de la categoría Transmedia de Scolari (2018) como la más adecuada para definir el conjunto de saberes implicados en la vivencia activa en comunidades híbridas virtuales/análogas. En este orden, la estrategia implementa da desde el modo de enseñanza online y la constitución de comunidad del Instituto de Pensamiento y Cultura en América Latina (Ipecal) se constituye en una apuesta esencial y de sentido.

Abstract In the digital age, it is important to move towards a Transmedia People's Education. The concept is an articulation between the Latin American historical tradition, initia ted by Paulo Freire, and the recognition of the Transmedia category by Scolari (2018) as the most suitable one to define the set of knowledge involved in the active expe rience in virtual/analog hybrid communities. In this order, the strategy implemented from the online teaching mode and the community constitution of the Institute of Thought and Culture in Latin America (Ipecal) is an essential and meaningful com mitment.

Massive Open Online Course (MOOC) no ensino superior de enfermagem: uma revisão de escopo / Massive Open Online Course (MOOC) in higher nursing education: a scope review

O Massive Open Online Course (MOOC) é uma estratégia de educação aberta, que oferece curso online para inúmeros participantes. Possui recursos educacionais de alta qualidade licenciados e disponibilizados em um ambiente virtual de aprendizagem, gratuitamente ou com baixo custo e certificação ao final do curso. Configura-se uma estratégia global aos tomadores de decisões como governos e instituições de ensino para ampliar o acesso, participação, remover barreiras e tornar a aprendizagem acessível, abundante e customizável para todos. O objetivo foi mapear as evidências disponíveis relacionadas a utilização do MOOC nos cursos de graduação em Enfermagem. O método foi a Revisão de Escopo conforme orientações do Joanna Briggs Institute (JBI). Incluídos estudos que relataram o uso da estratégia de ensino Massive Open Online Course (MOOC) por docentes e estudantes, a partir 2008; com restrição de língua (inglês, português e espanhol); em âmbito educacional do ensino superior, vinculado às disciplinas do currículo do Curso de graduação em Enfermagem, nacionais e internacionais. Os estudos foram identificados em 10 bases de dados: Biblioteca Virtual em Saúde, CINAHL, Cochrane, Epistemonikos, ERIC, Joanna Briggs Database, PubMed, Science Direct, SCOPUS e Web of Science. Os critérios de elegibilidade nos estudos foram aplicados por dois revisores e um terceiro revisor, em caso de discordância. Os dados foram analisados pela descrição de cada estudo e apresentados de forma descritiva, em forma de tabelas, quadros e gráficos. Identificados 1477 estudos, 34 pré selecionados e avaliados na íntegra e seis estudos incluídos na revisão. Uma amostra total de 17.097 participantes, destes, 10.682 participantes de cursos de Graduação em enfermagem. O planejamento e desenvolvimento de MOOC é feito por equipes multidisciplinares e configura-se como um processo complexo e desafiador. A tutoria no MOOC é importante para os participantes, relacionado a satisfação e boa experiência com o curso. A participação e aprovação dependem do comprometimento do estudante, motivação com estratégias e recursos atrativos e dinâmicos e a obtenção de certificado ou crédito. Baixas taxas de conclusão de alguns estudos ocorrem por questões pessoais e de estrutura do curso, como conteúdos, carga horária, entre outros. A experiência de aprendizado com MOOC mostrou-se positiva nos estudos encontrados, porém há falta de evidência que comprove seu benefício no ensino superior de enfermagem. O MOOC têm sido incorporado no ensino superior de enfermagem, para tal é requerido recursos humanos, financeiros, de estrutura tecnológica, pedagógica e apoio institucional. Embora presente, há poucos relatos sobre a implementação de MOOC no ensino de enfermagem. Sugere-se a condução de estudos futuros que demonstrem o custo-efetividade e eficácia, bem como o impacto na formação do enfermeiro.

The Massive Open Online Course (MOOC) is an open education strategy, offering online courses for countless participants. It has high quality educational resources licensed and made available in a virtual learning environment, free or at low cost and certification at the end of the course. A global strategy is configured for decision makers such as governments and educational institutions to expand access, participation, remove barriers and make learning accessible, abundant and customizable for all. The objective was to map the available evidence related to the use of MOOC in undergraduate nursing courses. The method was the Scope Review as directed by the Joanna Briggs Institute (JBI). Included studies that reported the use of the Massive Open Online Course (MOOC) teaching strategy by teachers and students, starting in 2008; with language restriction (English, Portuguese and Spanish); in the educational scope of higher education, linked to the disciplines of the curriculum of the Undergraduate Nursing Course, national and international. The studies were identified in 10 databases: Virtual Health Library, CINAHL, Cochrane, Epistemonikos, ERIC, Joanna Briggs Institute, PubMed, Science Direct, SCOPUS and Web of Science. The eligibility criteria in the studies were applied by two reviewers and a third reviewer, in case of disagreement. The data were analyzed according to the description of each study and presented descriptively, in the form of tables, charts and graphs. 1477 studies were identified, 34 pre-selected and fully evaluated and six studies included in the review. A total sample of 17.097 participants, of these, 10.682 participants of undergraduate nursing courses. The planning and development of MOOC is done by multidisciplinary teams and is configured as a complex and challenging process. Mentoring at MOOC is important for participants, related to satisfaction and good experience with the course. Participation and approval depend on the student's commitment, motivation with attractive and dynamic strategies and resources, and obtaining a certificate or credit. Low rates of completion of some studies are due to personal and course structure issues, such as content, workload. Among others. The learning experience with MOOC was positive in the studies found, however there is a lack of evidence to prove its benefit in higher education in nursing. The MOOC has been incorporated into higher education in nursing, which requires human, financial, technological, pedagogical and institutional support resources. Although present, there are few reports on the implementation of MOOC in nursing education. It is suggested to conduct future studies that demonstrate the cost-effectiveness and effectiveness, as well as the impact on the training of nurses.

Health and Sexual Rights: Design, Development, and Assessment of the Massive Open Online Course on Lesbian, Gay, Bisexual, Transgender, and Intersex Health Promotion in Brazil.

Background: Massive Open Online Courses (MOOCs) are a teaching format with universal access and the potential and viability to be implemented by health professionals. Despite their proven success in providing high-quality continuing education, usage and offerings of this technology are still scarce in Brazil. Materials and Methods: This article describes the development of an online-based education strategy (MOOC) on the topic of health policies aimed at the Lesbian, Gay, Bisexual, Transgender, and Intersex (LGBTI+) population and analyzes its performance and reach after 6 months. Results: This introductory MOOC course on LGBTI+ health included an assortment of multimedia material and consisted of 30 h of autonomous learning activities divided into two modules, with problem-based evaluation strategies. During its 6-month promotion period, the course had a total of 3,000 people enrolled with a completion rate of ∼20%. Conclusions: Results point to a high interest in LGBTI+ health and high demand for training on this topic among health professionals. This was the first course of its kind administered in Brazil. The MOOC format was successful and reliable in enabling the teaching-learning process.

Preferencias terminológicas acerca del autismo según participantes de un MOOC sobre inclusión educativa / Terminological preferences about autism according to participants of a MOOC on inclusive education / Preferências em termos de autismo de acordo com participantes de um MOOC sobre educação inclusiva

Resumen: El presente trabajo busca detallar la visión y preferencias acerca del autismo de profesionales y estudiantes hispano-hablantes vinculados con dicha condición. Para este estudio, el método utilizado fue el exploratorio-descriptivo. Un total de 816 participantes, entre ellos maestros, psicólogos, médicos, estudiantes y desempleados, respondieron a un cuestionario online como requisito inicial de un curso MOOC relacionado con el autismo. Sus respuestas se recogieron a través de cuatro preguntas de elección basadas en la terminología más controvertida acerca del autismo (identidad; persona o diversidad primero; distinción Asperger / autismo; descriptores). Los resultados mostraron que, en general, los cinco grupos se decantaron por términos más inclusivos, descartando el uso de la palabra discapacidad o debilidades, y haciendo hincapié en las fortalezas de cada individuo (entre un 75 - 83% de los participantes). En los participantes activos en su profesión, se denotó una clara preferencia por términos más ligados al campo académico, como Trastorno del Espectro Autista (el 81% de los psicólogos / psicopedagogos y el 70% de los médicos y maestros). Se discuten las diferencias acerca de la sintagmación de los términos en español, en comparación con el inglés, para el uso de la persona primero o la diversidad primero, la importancia del factor contexto, así como se enfatiza la utilización del cuestionario a través de la plataforma MOOC, por la implicación de los participantes que elige este tipo de formación más específica. En conclusión, se destaca el uso del lenguaje inclusivo referente al autismo por parte de una comunidad hispano-hablante.

Abstract: The present study aims to detail the views and preferences about autism of Spanish-speaking professionals and students related to this condition. For this study, the method was exploratory-descriptive. In total, 816 participants, including teachers, psychologists, doctors, students and unemployed people, responded to an online questionnaire as an initial request of a MOOC course related to autism and inclusive education. Their answers were collected through four choice-questions based on the most controversial terminology related to autism (identity, person or diversity first, Asperger / autism distinction, descriptors). The results showed that, in general, the five groups opted for more inclusive terms, discarding the use of the term disability or weaknesses, and emphasizing the strengths of each individual (between a 75 - 83% of the participants). With regard to the active participants in their profession (teachers, psychologists and doctors), a clear preference for academic terms was denoted, such as Autism Spectrum Disorder (81% of the psychologists / educational psychologists, and 70% of the doctors and teachers). The differences between terms in Spanish compared to English are discussed in the use of person first or diversity first, as well as the importance of the context factor, and the use of the MOOC platform for the implication of the participants who usually choose this type of specific courses are emphasized. In conclusion, the use of inclusive language regarding autism by a Spanish-speaking community is highlighted.

Resumo: O presente trabalho procura detalhar a visão e as preferências sobre o autismo de profissionais e estudantes de língua espanhola relacionados a essa condição. Para este estudo, foi utilizado o método exploratório-descritivo. Um total de 816 participantes, incluindo professores, psicólogos, médicos, estudantes e desempregados, responderam a um questionário on-line como requisito inicial de um curso de MOOC relacionado ao autismo. Suas respostas foram coletadas através de quatro questões de escolha baseadas na terminologia mais controversa sobre autismo (identidade, pessoa ou diversidade primeiro, distinção Asperger / autismo, descritores). Os resultados mostraram que, em geral, os cinco grupos optaram por termos mais inclusivos, descartando o uso da palavra incapacidade ou fraqueza, e enfatizando os pontos fortes de cada indivíduo (entre 75 a 83% dos participantes). Nos participantes ativos em sua profissão, uma preferência clara foi dada por termos mais ligados ao campo acadêmico, como o Transtorno do Espectro do Autismo (81% dos psicólogos / psicopedagogos e 70% dos médicos e professores). Diferenças são discutidas sobre a síntese dos termos em espanhol, em comparação com o inglês, para o uso da primeira pessoa ou diversidade em primeiro lugar, a importância do fator contexto, bem como o uso do questionário através do MOOC, devido ao envolvimento dos participantes que escolhem este tipo de formação mais específica. Em conclusão, o uso de linguagem inclusiva em relação ao autismo por uma comunidade de língua espanhola é destacado.

Los cursos masivos en línea, mooc: ¿cursos para la inmensa minoría?: una revisión de posturas sobre el impacto de la educación virtual para el acceso a la educación en américa latina

Los cursos masivos en línea (MOOC) de momento no cubren con el propósito de vencer la inequidad o la falta de acceso a la educación. Con cerca de 10 de años de evolución, la mayoría de los cursos que se ofrecen son complementarios a una educación profesional y no como opción a esta, por lo que los estudiantes que cursan MOOC ya han tenido la oportunidad de obtener un título universitario. Conviene revisar qué tanto han impactado la realidad de la inequidad en el acceso a la educación y de qué manera las universidades pueden encontrar estrategias para que los MOOC vayan aportando al acceso a educación superior gratuita y de calidad. El modelo merece un replanteamiento para que realmente impacte en las poblaciones más necesitadas y no en una inmensa minoría.

Massive online courses (MOOC) for the time being, do not cover the purpose of overcoming inequity or lack of access to education. With almost 10 years of evolution, most of the courses on offer are complementary to a professional education and not as an option of this. Therefore, students who attend MOOC already had the opportunity to pursue a university degree. It is necessary to review how much they have affected the reality of the inequity, in the access to education, and in what way the universities can find strategies for the MOOC, will contribute to the access to the free and superior education Quality. The model Deserves a rethinking so that it really affects the populations most in need and not, in an immense minority.

A MOOC as an immediate strategy to train health personnel in the cholera outbreak in Mexico.

BACKGROUND: In September 2013, two cases of cholera were reported in Mexico; 1 week later, a new outbreak was reported in the Huasteca region of Hidalgo. Upon the determination that the diagnostic and therapeutic interventions implemented by health personnel overlooked predefined procedures, the National Institute of Public Health, in coordination with the Ministry of Health, immediately designed the massive open online course "Proper cholera containment and management measures" to strengthen and standardize basic prevention and control practices. METHODS: During the first 5 months, 35,968 participants from across the country finished the course: medical and nursing personnel, health promoters, and hospital staff. To understand the magnitude of the data, an analysis was performed to calculate the MOOC coverage, and multiple linear regression models were generated to relate the score earned in the course to the characteristics of the participants. In addition, a qualitative analysis was performed to identify the dissemination of information, technological barriers, and feedback on course design. A total of 17% of participants were from the state where the outbreak originated, and 33.5% were from its neighboring states. RESULTS: This study shows that the need for information is greater when an emergency occurs, and the involvement of the authorities increased the extent of the training response. CONCLUSION: A MOOC can be a useful training strategy to prepare personnel for emergency situations.

Training Primary Health Professionals in Breast Cancer Prevention: Evidence and Experience from Mexico.

To analyze the key successful factors of a national educational strategy for early breast cancer detection developed in Mexico for primary health care personnel from 2008 to 2014, an educational strategy to train physicians, nurses, health promoters, and medical students from local ministries of health with a competency-based approach was developed and implemented using diverse educational modalities, face-to-face, blended, and a massive open online course (MOOC). Formative and summative evaluations were used during the implementation of the course. A total of 19,563 health professionals were trained from 2008 to 2014. The graduation rate, an average of all educational modalities, was 91 %, much higher than those previously reported in the literature. The factors that might have influenced this success were (1) the training strategy, which was designed according to the characteristics and specific needs of the target groups; (2) the political will and commitment of the country's health authorities; (3) the technological and educational models used; and (4) the punctual follow-up of participants. This study shows that carefully designed educational interventions can improve service professionals' competencies and that regardless of the modality, face-to-face, blended learning, or MOOC, high graduation rates can be achieved. Further evaluation is required to demonstrate that the competencies remained in all target groups after 6 months of the intervention and that the women served by the trained personnel were provided accurate information and timely diagnoses of breast cancer.

Online continuing interprofessional education on hospital-acquired infections for Latin America

Abstract Introduction: Latin America is a large and diverse region, comprising more than 600 million inhabitants and one million physicians in over 20 countries. Resistance to antibacterial drugs is particularly important in the region. This paper describes the design, implementation and results of an international bi-lingual (Spanish and Portuguese) online continuing interprofessional interactive educational program on hospital-acquired infections and antimicrobial resistance for Latin America, supported by the American Society for Microbiology. Methods: Participation, satisfaction and knowledge gain (through pre and post tests) were used. Moreover, commitment to change statements were requested from participants at the end of the course and three months later. Results: There were 1169 participants from 19 Latin American countries who registered: 57% were physicians and 43% were other health care professionals. Of those, 1126 participated in the course, 46% received a certificate of completion and 54% a certificate of participation. There was a significant increase in knowledge between before and after the course. Of 535 participants who took both tests, the grade increased from 59 to 81%. Commitments to change were aligned with course objectives. Discussion: Implementation of this educational program showed the feasibility of a continent-wide interprofessional massive course on hospital acquired-infections in Latin America, in the two main languages spoken in the region. Next steps included a new edition of this course and a "New Challenges" course on hospital-acquired infections, which were successfully implemented in the second semester of 2015 by the same institutions.

Online continuing interprofessional education on hospital-acquired infections for Latin America.

INTRODUCTION: Latin America is a large and diverse region, comprising more than 600 million inhabitants and one million physicians in over 20 countries. Resistance to antibacterial drugs is particularly important in the region. This paper describes the design, implementation and results of an international bi-lingual (Spanish and Portuguese) online continuing interprofessional interactive educational program on hospital-acquired infections and antimicrobial resistance for Latin America, supported by the American Society for Microbiology. METHODS: Participation, satisfaction and knowledge gain (through pre and post tests) were used. Moreover, commitment to change statements were requested from participants at the end of the course and three months later. RESULTS: There were 1169 participants from 19 Latin American countries who registered: 57% were physicians and 43% were other health care professionals. Of those, 1126 participated in the course, 46% received a certificate of completion and 54% a certificate of participation. There was a significant increase in knowledge between before and after the course. Of 535 participants who took both tests, the grade increased from 59 to 81%. Commitments to change were aligned with course objectives. DISCUSSION: Implementation of this educational program showed the feasibility of a continent-wide interprofessional massive course on hospital acquired-infections in Latin America, in the two main languages spoken in the region. Next steps included a new edition of this course and a "New Challenges" course on hospital-acquired infections, which were successfully implemented in the second semester of 2015 by the same institutions.

Saúde em todas as políticas: reflexões para desenvolvimento de um Massive Open Online Course (MOOC) / Health in all policies: reflections for the development of a Massive Open Online Course (MOOC)

Esta Dissertação tem como objetivo analisar e sistematizar informações (referências bibliográficas e experiências) sobre Saúde em Todas as Políticas (STP) - abordagem da Organização Mundial da Saúde (OMS), a fim de propor o roteiro de um Curso Online Aberto e Massivo (MOOC - abreviação em inglês de Massive Open Online Courses) sobre o tema STP. De cunho exploratório e abordagem mista, utilizou-se a revisão bibliográfica e a análise documental para produzir os seguintes produtos/resultados: a) um artigo original que apresenta o resultado de buscas no diretório MOOC-List.com, sobre os MOOCs já existentes no campo da saúde, no mundo e no Brasil; b) uma lista de práticas brasileiras sobre STP, a partir do site Salud en Todas Las Políticas en Las Américas; c) uma sistematização dos Workshop propostos pela OMS - Health in All Policies: Training Manual (OMS, 2015) e busca de outras referências para complementar e subsidiar o roteiro proposto. A análise e sistematização dos dados e informações coletados resultaram na proposta do roteiro de aprendizagem: 1) Introdução ao MOOC, sobre apresentação geral do Curso; 2) (re)pensar a saúde, sobre os conceitos ampliado de Saúde, Integralidade, Universalidade e Equidade 3) Motivação para "fazer junto" sobre Intersetoriaidade, Promoção da Saúde, desafios globais e mudanças na saúde; 4) Desigualdades sociais e Iniquidades em saúde, sobre desigualdades em saúde, iniquidades em saúde determinantes da saúde e Determinantes Sociais da Saúde; 5) Doenças Não Transmissíveis (DNT): problema de todos(as), sobre a carga de doenças e DNT; 6) Saúde em Todas as Políticas: um conceito, sobre conceituação de STP; 7) Agendas e combinações para a saúde, sobre Objetivos de Desenvolvimento do Milênio (ODM), Objetivos do Desenvolvimento Sustentável (ODS) e Plano de Ações estratégicas para o enfrentamento das DNT no Brasil 2011-2022; 8) Saúde em Todas as Políticas: marco conceitual, sobre o Quadro/framework de STP. Saúde em Todas as Políticas: marco conceitual, sobre o Quadro/framework de STP. Espera-se que os resultados aqui apresentados facilitem a concretização do Curso, através de uma plataforma de MOOC, permitindo que mais pessoas tenham acesso ao conteúdo que, atualmente, está disponível somente em um idioma e para uma parcela - sejam gestores, trabalhadores ou usuários restrita da população brasileira. Acredita-se, sobretudo, que as reflexões trazidas possam inspirar o uso de outras ferramentas, espaços (virtuais ou não) de aprendizagem e de trocas de experiências e também que os materiais sistematizados possam contribuir com o conhecimento e outros estudos sobre os temas nessa Dissertação abordados.

This dissertation aims to analyze and systematize information (bibliographical references and experiences) about Health in All Policies (HiAP) - approach of the World Health Organization (WHO), in order to propose the script for a Massive Open Online Course (MOOC) about HiAP. From an exploratory and mixed approach, bibliographical review and documentary analysis were used to produce the following products/results: a) an original article that presents the search results in the MOOCList. com directory, about the existing MOOCs in the field of Health, in the world and in Brazil; b) a list of Brazilian HiAP practices, based on the website Salud en Todas Las Políticas en Las Américas; c) a systematization of the Workshops proposed by WHO - Health in All Policies: Training Manual (WHO, 2015) and search for other references to complement and subsidize the proposed script. The analysis and systematization of data and information collected resulted in the proposal of the MOOC script entitled "Introduction to Health in All Policies", with eight Learning Modules: 1) Introduction to MOOC, about general presentation of the Course; 2) (re)thinking about health, about the expanded concepts of Health, Integrality, Universality and Equity; 3) Motivation to "do this together", about Intersectoriality, Health Promotion, global challenges and changes in health; 4) Social inequalities and inequities in health, about inequalities in health, determinants of health and Social Determinants of Health; 5) Noncommunicable Diseases (NCDs): problem of all, about disease burden and NCDs; 6) Health in All Policies: a concept, about HiAP conceptualization; 7) Agendas and Combinations for Health, about Millennium Development Goals (MDGs), Sustainable Development Goals (SDGs) and Strategic Action Plan for coping with NCDs in Brazil 2011-2022; 8) Health in All Policies: conceptual framework, about the framework of STP. It is expected that results presented here facilitate the implementation of the Course through a MOOC platform, allowing more people to have access to content that is currently available only in one language and for a portion - whether managers, workers or users - of the brazilian population. It is believed, above all, that the reflections brought may inspire the use of other tools, learningspaces and exchanges of experiences, and also that systematized materials can contribute with knowledge and other studies on the themes discussed in this Dissertation.