Abstract
The increase and flexibilization of e-learning in Brazil has generated concern about the low capacity to ensure the quality of institutions and courses. The objective is to identify the literature on experiences of pharmaceutical e-learning. A scope review was carried out, mapping key concepts and evidence. The selected articles, without period restriction, from the Scielo, Pubmed and Scopus databases provided data on the educational level of experience, modality, workload, content delivery method, instruments used, types of topics, evaluation information and purpose of the study. There were 87 articles on preparation for subsequent classes; feedback or continuation of previous classes; to specific training; the comparison between face-to-face and distance education modalities; and distance learning. Among the subjects treated, 51.8% involved pharmaceutical clinic and 42.5% basic science. Positive student assessment was found in more than 92% of cases. Isolation, and deficits in social and analytical skills were negative points. Technology infrastructure can impact learning. In Brazil, the health area has manifested opposition to the use of distance education in undergraduate studies. There is no evidence on the organization of undergraduate distance courses, but there are elements indicating risks to the results of training and development of professional skills in this modality.
Highlights
Brazil was surprised in 2017 with Decree no. 9.057 (Brasil, 2017a), which has a new regulation that facilitates the offer of distance education in the country
In Brazil, distance education is defined by Decree no. 5.622 as:
We found articles that reported 5 types of uses of distance learning in pharmaceutical education: i) involving preparation for a later class; ii) for feedback or continuation of previous classroom lessons; iii) for specific trainings; iv) analysis and comparison between face-to-face and distance learning modalities; v) distance learning (Figure 2)
Summary
Brazil was surprised in 2017 with Decree no. 9.057 (Brasil, 2017a), which has a new regulation that facilitates the offer of distance education in the country. 9.057 (Brasil, 2017a), which has a new regulation that facilitates the offer of distance education in the country. With the publication of this new decree, it is authorized to offer graduation in the e-learning modality, made available totally at distance. In Brazil, distance education is defined by Decree no. The new regulations have generated concern in both professors and students, once it makes possible to accredit higher education institutions for distance learning courses (e-learning) without previous accreditation to offer face-to-face courses in the same area. Alves (2009) reports that the trajectory of distance education in Brazil is permeated by advances and setbacks, as well as moments of stagnation, caused mainly by the absence of adequate public policies for the sector As DiPiro (2003) cites, using these technologies, the quality of instruction and the ability of students to main course outcomes should be maintained and evaluated. Alves (2009) reports that the trajectory of distance education in Brazil is permeated by advances and setbacks, as well as moments of stagnation, caused mainly by the absence of adequate public policies for the sector
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