Evaluation strategies for midwifery education linked to digital media and distance delivery technology

Abstract

The goal of the teaching and learning process for health professionals is the acquisition of a fundamental core of knowledge, the demonstration of critical thinking ability, and the demonstration of competency in the performance of clinical skills. Teaching and learning in distance education programs require that the administration, teachers, and students be creative in developing evaluation strategies that can be adapted to the challenges of the cyberspace on-line educational environment. Evaluation standards for distance education programs recently have been delineated by federal agencies, private organizations, and academic accreditation associations. These standards are linked to principles of sound education practice that promote program quality, high levels of student-faculty interaction, and support effective teaching and learning in the distance education context. A growing body of evidence supports the conclusion that technology-enhanced teaching is equivalent in effectiveness compared with traditional methods when student-learning outcomes are the focus of measurement. An allied body of literature offers model approaches that can be useful to educators who must also conduct the evaluation of clinical skills, provide feedback, and promote socialization to the nurse-midwifery/midwifery role for students being educated in whole or in part through instruction delivered at a distance.

A systematic review and meta-analysis of online versus alternative methods for training licensed health care professionals to deliver clinical interventions

“…The current ‘gold standard’ training for Health Care Professionals (HCPs) in clinical interventions is face-to-face workshops, supplemented with manuals and clinical supervision [ 1 ]. However, this training method places high demand on resources [ 2 ], and has limited reach due to geographical factors and restricted class sizes [ 3 , 4 ]. Internet based (online) training packages are growing in popularity, offering potential advantages over alternative training methods such as widespread access in a range of settings (home, work, public spaces), personalised instruction, and regularly updated content [ 5 – 7 ].…”

Serious game e-Baby-Família: tecnologia educacional digital direcionada a oxigenação de bebês pré-termo desenvolvida junto ao pais

“…Há diferentes formatos de mídias digitais na educação em saúde, dentre estes, mensagens instantâneas, mídias de compartilhamento, redes sociais, sistema digital de story telling (narração de histórias) -que consiste na narração através das palavras do paciente para a descrição do seu problema, telemedicina, tecnologias de monitoramento remoto incorporando dados de uma variedade de dispositivos médicos, DVD instrucional, criação de imagens, animações, música, áudio, disponibilização de sites interativos, RIA (Rich Internet Applications) incorpora uma rica experiência para o usuário com rápido acesso para busca de dados multimídia, assistente digital pessoal (PDA), educação à distancia, tecnologias digitais incorporadas na prática pedagógica, e-portfolio do celular, estudos de casos com o uso de simulações visuais, canal de saúde e serious game (SANDARS;SCHROTER, 2007;D'ALESSANDRO;LEWIS;D'ALESSANDRO, 2004;MORIN et al, 2009;GRUBER, 2010;ONG et al, 2009;O'BYRNE;PATRY;CARNEGIE, 2008;SANCHEZ;FAIRFIELD, 2003;SHARPE;EATON;MARCUS, 2001;FERNANDEZ et al, 2011;FONTANELLA;SCHARDOSI;LARA, 2007;YOUNG, 2002;FULLERTON;INGLE, 2003;CHIASSON;HIRSHFIELD;RIETMEIJER, 2010;GARRETT;JACKSON, 2006;PAUWELS et al, 2007; SILVA; AMORIM, 2009, FONSECA et al, 2013. O recurso tecnológico serious game pode ser definido como tecnologia digital interativa para ensino, que incluem jogos e simulações para explorar o desenvolvimento interpessoal, diplomacia, organização, saúde, educação, gestão e liderança (RAYBOURN, 2007).…”