Cybertutor: um objeto de ensino na Dermatologia

Abstract

It was developed a teaching tool in Dermatology for undergraduate medical students, using an interactive website, the Cybertutor. Clinical cases, lectures and updated bibliography were selected. Photographies of dermatological lesions were taken from ambulatory patients. The topics of the lectures were based on the current curriculum of the Federal University of Rio Grande do Sul. The Cybertutor is a dynamic and modern teaching tool, allowing constant innovation. Keywords: Dermatology; E-learning; MedicalEducation; Telemedicine Resumo: Foi desenvolvido um objeto de ensino em Dermatologia voltado para a graduação, que utiliza um web site interativo, o Cybertutor. Selecionaram-se casos clínicos didáticos, aulas teóricas e referências bibliográficas atualizadas. As fotografias das lesões foram obtidas pela seleção de pacientes atendidos no ambulatório de Dermatologia. Os temas das aulas se basearam no currículo vigente da Universidade Federal do Rio Grande do Sul (UFRGS). O Cybertutor é um objeto de ensino dinâmico, moderno e atual, que possibilita constante inovação. Palavras-chave: Dermatologia; Educação a distância; Educação médica; Telemedicina ©2010 by Anais Brasileiros de Dermatologia COMUNICATIONTelemedicine is defined as the use of telecommunications technology applied to the medical practice.1 In especial, to Teledermatology, an area of Telemedicine that studies the application of telecommunications technology and information technology to dermatological practice. Teledermatology has been presenting an important increase all over the world. [2][3][4] One of the most promising and versatile applications of Teledermatology is the development of distance learning projects, training and even tutorials and assessment of learning. This occurs because it is possible to integrate texts, images (still or dynamic), virtual reality models or sounds in distance learning programs about health with pedagogic structures and communication strategies 1 Besides that, some articles show that e-learning has been lately considered an important part of medical education.5 E-learning can be understood as the use of Internet technologies to increase the knowldge and performance as it allows students to have more control about content, timing, sequencing and rithm of learning. The current teaching model for medical students based on traditional theoretical lectures 7 is being discussed as the retention of knowledge and the level of interest of students seem to be decreasing. Studies show that multimedia programs have many advantages in relation to traditional teaching. 8 So, it was developed an object for medical teaching in Dermatology, using the educational platform named Cybertutor. This study was carried out in the dermatological service of the University Hospital An Bras Dermatol. 2010;85(3):400-2.

Programa de educação em síndromes genéticas: avaliação motivacional de um material educacional on line

“…This positive assessment regarding the Cybertutor as an e-learning interactive material corroborates with the literature checked 4,10,12,13,15,[17][18][19][20] . Thus, if an e-learning material has a high motivational quality, the users visit, explore the content and access again 17 .…”

Requisitos para utilização de cybertutor com agentes comunitarios de saúde

“…Among several tools, cybertutor, or electronic tutor, is a platform designed to provide information, tasks and/or illustrative problems via the web, combined with tutorial aspects which assist students and/or professionals in solving problems, therefore, a computer system sustained by the web 11 . Developed by the Telemedicine discipline of the Medicine School with the University of São Paulo 12 , this system is an interactive model which allows students to learn theoretical concepts more effectively, as it monitors the performance of each participant and provides users with a continuous feedback.…”

“…Users benefit from the ease of communication with experts, organizing their own study time, without the drawbacks of commuting or predetermined schedules. On the other hand, through cybertutor, the coordinator of the course verifies the learners` progress, by viewing the content studied and their hits-and-misses, which allows determining other forms of virtual or presential contacts 11 .…”

“…After analyzing the profile of needs prior to the implementation of cybertutor and the already highlighted facilities of this tool 11 , this study aimed at verifying and characterizing the conditions required to enable the use of a cybertutor on breastfeeding with Community Health Workers (CHW) of eight family health teams with the Department of Health of Monte Negro, RO, serving the urban and rural populations.…”

“…As for Category (a) Desire to gain knowledge, CHWs addressed aspects related to personal motivation to use the educational tool and showed that all of them (the 49 CHWs) were motivated to use the cybertutor, since the virtual instrument is a means to reinforce and gain new knowledge 11 . The relevance shows the educational choice to be appropriate, since the Internet can be the most current way to provide people with knowledge, mainly, to extremely distant locations in Brazil or other parts in the world, promoting the interrelation among people 20 .…”