Browsing by Author "Gomes, Maria João"
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- Uma abordagem à avaliação de ambientes virtuais de aprendizagemPublication . Jesus, Ângelo; Gomes, Maria JoãoA avaliação de ambientes de aprendizagem é um tema complexo e multifatorial. No presente trabalho apresenta-se a proposta de avaliação de um ambiente virtual de aprendizagem utilizado para o ensino da farmacoterapia baseado em casos clínicos. Utilizou-se a versão portuguesa reduzida do WEBLEI assim como a Evaluative Assertion Analysis para a recolha de dados. Os resultados obtidos são abonatórios ao nível do acesso aos materiais, interação com os conteúdos e a plataforma, interação com o docente assim como na estruturação e design. Foram reveladas algumas fragilidades nomeadamente ao nível da interação entre estudantes e gestão de tempo. As inferências obtidas serão alvo de reflexão pela equipa de desenvolvimento da UC no processo contínuo de melhoria da iniciativa.
- A B-learning strategy for therapeutics at the bachelor levelPublication . Jesus, Ângelo; Gomes, Maria João; Cruz, AgostinhoThe incorporation of distance learning activities by institutions of higher education is considered an important contribution to create new opportunities for teaching at both, initial and continuing training. In Medicine and Nursing, several papers illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the examples are scarce. In that sense this project demonstrates the implementation and assessment of a B-Learning Strategy for Therapeutics using a “case based learning” approach. Academic Pharmacy Methods:This is an exploratory study involving 2nd year students of the Pharmacy Degree at the School of Allied Health Sciences of Oporto. The study population consists of 61 students, divided in groups of 3-4 elements. The b-learning model was implemented during a time period of 8 weeks. A B-learning environment and digital learning objects were successfully created and implemented. Collaboration and assessment techniques were carefully developed to ensure the active participation and fair assessment of all students. Moodle records show a consistent activity of students during the assignments. E-portfolios were also developed using Wikispaces, which promoted reflective writing and clinical reasoning. Our exploratory study suggests that the “case based learning” method can be successfully combined with the technological components to create and maintain a feasible online learning environment for the teaching of therapeutics.
- Blended versus face-to-face: comparing student performance in a therapeutics classPublication . Jesus, Ângelo; Gomes, Maria João; Cruz, AgostinhoTherapeutics is a very complex subject for every pharmacy student, since it requires the application of knowledge from several other disciplines. The study of therapeutics is often done in case-based learning in order to promote reflective thinking and give a scenario as real as possible. The objective of this study was to compare student performance between faceto-face (n = 54) and blended learning (n = 56) approaches to the teaching of therapeutics. They can confirm that there are statistically significant differences (p < 0.05) between the final exam scores from both groups, being that the b learning group achieved higher scores. Blended learning seems to be an effective way to teach therapeutics, following pre established teaching methods, and above all, does not negatively affect student performance. It also provides new learning environments and strategies, and promotes the development of new skills such as learning and collaborating online, which may be relevant in a networked knowledge society.
- Case based learning digital : proposta para estruturação da formaçãoPublication . Jesus, Ângelo; Gomes, Maria João; Cruz, AgostinhoA incorporação de atividades de formação a distância por instituições de ensino superior é considerada um importante contributo para a criação de novas oportunidades de oferta formativa tanto ao nível de formação inicial como da formação contínua. Contudo o desconhecimento de muitos docentes de como adotar práticas de educação a distância assegurando a qualidade das experiências pedagógicas facultadas aos estudantes, tem constituído um obstáculo para a sua adoção por parte de muitos docentes. Neste sentido, torna-se relevante divulgar práticas já curso, partilhando experiências adquiridas e disseminando o conhecimento neste domínio. É nosso objetivo com este texto contribuir para uma aproximação dos educadores a esta problemática, através da partilha da nossa experiência na estruturação da formação online num contexto de Ensino Superior da Farmácia e das Ciências Farmacêuticas.
- Case based learning digital: estratégias de avaliação e colaboração onlinePublication . Jesus, Ângelo; Gomes, Maria João; Cruz, AgostinhoA adoção de atividades de formação a distância em modalidade de e-learning por instituições de ensino superior cuja área de intervenção tem sido essencialmente presencial, é considerada um importante contributo para a diversificação da oferta formativa, nomeadamente em termos de flexibilidade de gestão dos momentos e espaços de aprendizagem por parte dos estudantes. Contudo, a adesão dos professores à incorporação de práticas de e-learning nas suas atividades não é alheia a dificuldades. A esse nível é recorrente a existência de preocupações relacionadas com a avaliação das aprendizagens e da colaboração online. Neste contexto considera-se relevante divulgar práticas já em curso, partilhando experiências adquiridas e disseminando o conhecimento neste domínio. É nosso objetivo com este texto contribuir para uma aproximação dos educadores a esta problemática, através da partilha da nossa experiência na avaliação das aprendizagens e da colaboração online num contexto de ensino e aprendizagem da Farmácia e das Ciências Farmacêuticas.
- Case based learning for therapeutics: Student's performance in face to face vs blended learningPublication . Jesus, Ângelo; Gomes, Maria João; Cruz, AgostinhoThe adoption of E-Learning activities by higher education institutions, is considered an important contribution for new learning opportunities, both in terms of initial, as well as lifelong training. In the field of clinical education and training, educators and clinicians are gradually recognizing the potential of ICT for learning purposes, practice and assessment of knowledge. In medicine and nursing, there are extensive examples that illustrate the adaptation of technological components and teaching methods. However, as much as it was possible to ascertain, examples are scarce in Pharmacy and Pharmaceutical Sciences. In this paper we propose to explore a case based learning approach for the teaching of therapeutics, using blended learning. When in comparison with face to face setting, our results show a significant better performance in the blended learning group.
- A case based learning model in therapeuticsPublication . Jesus, Ângelo; Gomes, Maria João; Cruz, AgostinhoNowadays, learning a Pharmaceutical Profession is an increasing challenge. Apart from traditional texts, lectures and self-guided individual learning, pharmaceutical educators are encouraged to find and implement ways to promote higher order thinking, collaborative learning and to increase students’ motivation. One way of achieving these objectives is to complement traditional learning methods with the development and implementation of Case Based Learning (CBL), supported in real life situations.Methods regarding real problems stand in contrast to a more traditional approach to learning and instruction. They promote learner-centered, small group, interactive learning experiences, instead of large group, didactic, teacher-centered instruction. Developing such a learning approach can be a challenge. In this sense, it becomes relevant to promote and share experiences already underway and by doing so, disseminate knowledge in this field. It is our goal with this text toshare our experience in the design and implementation of a Case Based Approach to Therapeutics.
- Case based, learner centered approach to pharmacotherapyPublication . Jesus, Ângelo; Cruz, Agostinho; Gomes, Maria JoãoThe incorporation of real problems into health education is seen as an effort to prepare future health professionals to meet the challenging demands of the profession, in particular, the provision of quality patient care. The founding’s of these methodology can be traced back to Dewey. The author suggested that students should be presented with real life problems and in order to discover the information required to solve them. Further more, Dewey encouraged reflection as a process that should be used when solving problems. Furthermore the author recognized that logical or analytical reflection can take place only when there is a real problem to be solved.
- Case-studies, problem based learning and simulations in biomedical teaching – a literature reviewPublication . Jesus, Ângelo; Gomes, Maria JoãoThis paper aims to review the use and application of CBL, PBL and SBT in biomedical education, as well as to review significant differences found in studies trying to assess the effectiveness of these pedagogical approaches in promoting learning and higher order thinking. Our research method was a systematic search and review of published journal articles and conference proceedings, between 1990 and 2011 in several databases. The study shows that the main area where we can find CBL, PBL or SBT is the Medical field, followed by Pharmacy, and Nursing and Allied Health in similar proportions. Generally, studies agree when referring the advantages of CBL, PBL and SBT regarding traditional teaching. There is however a lack of evidence when comparing learning effectiveness among the three approaches. The main conclusions show that although the situations presented are, in general, success cases, one must constrain in making generalized affirmations regarding significant difference in student learning and development, because no long term controlled studies have been conducted. Students’ perspectives and attitudes towards these learning approaches are, in general, positive. However it seems important to develop more consistent research in this field, namely, longitudinal studies with larger samples.
- Conhecimento e uso das TIC por estudantes da licenciatura em farmácia: estudo exploratórioPublication . Jesus, Ângelo; Gomes, Maria João; Ferreira, Susana; Cruz, AgostinhoTem sido discutido, no seio da academia, uma distinção entre “nativos” e “imigrantes” digitais, a qual, supostamente, não deverá ser ignorada, dadas as suas alegadas implicações ao nível das metodologias de ensino e aprendizagem implementadas nas Escolas e Universidades. Na Escola Superior de Tecnologia da Saúde do Porto (ESTSP), pretende-se realizar uma integração crescente do TIC e das Ferramentas Web 2.0 nas formações conferentes de grau. Contudo, é necessário perceber se os estudantes detêm competências e conhecimentos que lhes permitam prosseguir os estudos em modalidade de ensino a distância mediado por computador (e-learning). Nesse sentido realizou-se um estudo exploratório de carácter descritivo no qual participaram 52 estudantes do 2º ano da Licenciatura de Farmácia da ESTSP. Com base nos resultados obtidos, infere-se que todos os estudantes utilizam as TIC com frequência, mas que a sua utilização em contexto académico é ainda reduzido. Constatou-se também que, na sua generalidade não dominam a maioria das ferramentas da Web 2.0. O estudo evidencia que a pertença cronológica a uma geração digital, não implica o domínio pleno das TIC, pelo que esse não deve ser um pressuposto assumido como universal.