A university extension course in leprosy: telemedicine in the Amazon for primary healthcare

There is a high prevalence of leprosy in the Amazon region of Brazil. We have developed a distance education course in leprosy for training staff of the Family Health Teams (FHTs). The course was made available through a web portal. Tele-educational resources were mediated by professors and coordinators, and included the use of theoretical content available through the web, discussion lists, Internet chat, activity diaries, 3-D video animations (Virtual Human on Leprosy), classes in video streaming and case simulation. Sixty-five FHT staff members were enrolled. All of them completed the course and 47 participants received a certificate at the end of the course. At the end of the course, 48 course-evaluation questionnaires were answered. A total of 47 participants (98%) considered the course as excellent. The results demonstrate the feasibility of an interactive, tele-education model as an educational resource for staff in isolated regions. Improvements in diagnostic skills should increase diagnostic suspicion of leprosy and may contribute to early detection.

Educação a distância e formação continuada do professor

Distance Education has had a significant role in further teacher development. The aim of this study was to collect and analyze data related to distance education for the further teacher development related to the inclusion process of people with disability. One hundred and eighty two students from the Distance Training course from Unesp - Bauru / SP participated in the research, constructing and applying a semi-structured questionnaire. The results indicate that scheduling flexibility and attendance of a great number of students in different geographical areas stand out as positive points of this modality, however, for it to be a success, tutors must be adequately prepared to use new tools in the teaching-learning process. It is essential that the students feel they are being assisted in every moment, contributing to the construction of a virtual community and effecting quality development in distance education.

Um olhar sobre a formação de professores de Matemática a distância: o caso do CEDERJ/UAB

Pós-graduação em Educação Matemática - IGCE

A Construção de identidades online por meio do Role Playing Game: relações com o ensino e aprendizagem de matemática em curso à distância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A Natureza da reorganização do pensamento em um curso a distância sobre tendências em educação matemática

Pós-graduação em Educação Matemática - IGCE

Planejamento, implantação e gestão de um curso a distância a partir da percepção dos enfermeiros da atenção básica sobre a integralidade na saúde

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Introdução à pesquisa com sequências didáticas na formação continuada online de professores de ciências

The integration of research in teaching practices assumes increasing importance and complexity in education. One aspect involved in this issue and poorly investigated is the training of teachers for the development of research linked with their practices. In this context, we present a training for research developed on a distance-learning course in the Science Teaching, which involves the design, implementation and analysis of didactic sequences: the Study Guide to the Initiation of the Term Paper (SGITP). Our research goal is to present a training proposal produced from the results collected from a survey of the literature of the area, and to investigate its application and its results in the teachers' continuing education program. Using data extracted from the production of students and tutors, we concluded that SGITP had a good acceptance among them and it was positively evaluated by teachers, in addition to promoting a greater understanding of research.

Um estudo sobre licenciatura de matemática oferecida na modalidade à distância

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Percepción de estudiantes de odontología sobre educación a distancia

Introduction: distance education is defined as a learning mode in which pedagogical and didactic mediation in teaching and learning processes is characterized by the use of information and communication means and technology by both teachers and students, and the development of educational activities at different settings and technologyand. Objective: evaluate the knowledge obtained by students from the last year of Odontology about distance education and their opinions about the subject. Methods: across-sectional descriptive exploratory study was conducted. Of the total 140 university students, 120 participated in the study. A self-applied questionnaire was developed with questions related to the student, the use of the Internet and distance education. The professional updating alternatives included were graduate courses and subscription to newspapers. Results: 29.2 % of the students use the Internet on a daily basis; only one student stated that he did not use the Internet. Of the students interviewed, 63.34 % did not know any form of distance education. As a consequence, 97.5 % had never taken part in a distance education course and 62.5 % stated that they did not know whether they would. Conclusions: results show that odontology students are prejudiced against nontraditional learning modes, though they use the Internet on a regular basis. Despite the existence of legislation regulating distance education, students are still concerned about its quality and legality.

Educação à distãncia como ferramenta de promoção das atividades de alimentação e nutrição na Atenção Primária à Saúde: um estudo de caso

Pós-graduação em Enfermagem (mestrado profissional) - FMB

In vivo assessment of intratumoral aspirin injection to treat hepatic tumors

AIM: To study the antineoplastic efficacy of 10% aspirin intralesional injection on VX2 hepatic tumors in a rabbit model. METHODS: Thirty-two male rabbits (age: 6-9 wk; body weight: 1700-2500 g) were inoculated with VX2 hepatic tumor cells (104 cells/rabbit) via supraumbilical median laparotomy. On day 4 post-implantation, when the tumors were about 1 cm in diameter, the rabbits were randomly divided into the following groups (n = 8 each group) to assess early (24 h) and late (7 d) antineoplastic effects of intratumoral injection of 10% bicarbonate aspirin solution (experimental groups) in comparison to intratumoral injection of physiological saline solution (control groups): group 1, 24 h control; group 2, 24 h experimental; group 3, 7 d control; group 4, 7 d experimental. The serum biochemistry profile (measurements of glycemia, alkaline phosphatase, gamma-glutamyl transferase, aspartate aminotransferase, and alanine aminotransferase) and body weight measurements were obtained for all animals at the following time points: D0, before tumor implant; D4, day of treatment; D5, day of sacrifice for groups 1 and 2; D11, day of sacrifice for groups 3 and 4. Gross assessments of the abdominal and thoracic cavities were carried out upon sacrifice. The resected liver tissues, including hepatic tumors, were qualitatively (general morphology, signs of necrosis) and quantitatively (tumor area) assessed by histopathological analysis. RESULTS: Gross examination showed no alterations, besides the left hepatic lobe tumors, had occurred in the thoracic and abdominal cavities of any animal at any time point evaluated. However, the features of the tumor foci were distinctive between the groups. Compared to the control groups, which showed normal unabated tumor progression, the aspirin-treated groups showed imprecise but limited tumor boundaries and a general red-white coloration (indicating hemorrhaging) at 24 h post-treatment, and development of yellow-white areas of a cicatricial aspect at 7 d after treatment. At all time points evaluated, all except one biochemical parameters tested within the reference range (P > 0.05); a significant increase was detected in the alkaline phosphatase level of the control group 3 on D11 (P < 0.05). At 24 h post-treatment, the aspirintreated groups showed extensive coagulation necrosis accompanied by a remarkable absence of viable tumor foci; at 7 d after treatment, the tumors had completely disappeared in these animals and fibrous necrotic nodules had developed. In contrast, throughout the study course, the tumors of the control groups remained unchanged, showing tumor nodules without necrosis at the time point corresponding to 24 h post-treatment and increased amounts of tumor nodules at the time point corresponding to 7 d post-treatment. Quantitative analysis of the remaining tumor area revealed that the aspirin-treated groups had significantly smaller tumor foci at 24 h post-treatment (8.5% ± 0.7%) andat 7 d after treatment (11.0% ± 4.2%), compared to those in the control groups (24 h: 98.5% ± 1.5% and 7 d: 94.0% ± 2.7%; both, P < 0.005). CONCLUSION: Intralesional injection of a 10% aspirin solution causes destruction of VX2 hepatic tumors in rabbits without evidence of relapse at 7 d after treatment administration. © 2013 Baishideng.

Roteiros educativos: um estudo sobre a adaptação de materiais didáticos para o contexto da TV digital interativa

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

A compreensão de matemática em um ambiente online de formação de professores

Pós-graduação em Educação para a Ciência - FC

Educação a distância online

This work includes an analysis about the distance learning Online. By bibliographic researches were was observed some Distance Learning peculiarities in Brazil, since its implementation until the present days. Was considered aspects of activities the teachers, main problems, advantages, needed resources for implementation the distance learning course and the approach on a virtual learning environment. (TelEduc) The text was written from books, articles and web pages related to Online distance learning in order to provide the reader an overview of this teaching modality increasingly growing in Brazil

A comunicação em fóruns de um curso a distância de formação de professores para uso de TDICS: análise da presença de ensino

The importance of the inclusion of digital technology in the classroom has already been pointed out by numerous authors in the educational field and some of them herald that it is through this inclusion that we can achieve transformations in school settings. Based on this assumption, this paper aims to present a distance learning course offered to in service and preservice teachers, focused on the use of technology in foreign language classroom primarily focusing on the role of teacher educators in mediating discussions. For this we sought theoretical support in studies which deal with distance courses (KENSKI, 2008), about virtual environments (ARAÚJO and MARQUESI, 2008), online discussion forums and investigation community and teaching presence (GARRISON, ANDERSON and ARCHER, 2000). Based on the previous theories presented, teacher educator’s messages were analyzed during a distance course offered to teachers in continuing and initial training, identifying marks of teaching presence and pointing to appropriate mediations and/or possible gaps. The results indicate that the teacher must be even more aware of the types of feedback that are provided and of the teaching presence mentioned by Garrison and colleagues (2000, 2001).