High Health Education Research Articles

Teaching competencies for interprofessional training in higher education in health: a protocol for a scoping review

Objective: To describe a scoping review protocol to identify and map teaching competencies for interprofessional education in Higher Education in Health. Introduction: The current challenges in training healthcare providers with the skills and abilities to act in the complex daily life that involves care entail the broad understanding of health as a process of collective construction, which will presuppose the training of critical-reflective healthcare providers. For this, it is essential that the facilitators of this process are clear about their role and have access to tools that can enable such training. Inclusion criteria: Papers published up to 2023 with the following themes in their titles and abstracts will be included: Teaching in Higher Education in Health, Higher Education in Health, and Competences for Interprofessional Education in Health. Methods: The protocol of this review follows the methodology proposed by the Joanna Briggs Institute (JBI) Manual and the PRISMA guidelines for constructing the protocols and registering scoping reviews. Two independent reviewers will select the articles by their title and abstract based on the blinding provided by the tool. Inconsistencies will be discussed regarding eligibility criteria. The selected articles will then be read in full and the data will be described according to the flowchart and summary guided by the PRISMA-ScR methodology. Conclusion: This scoping protocol will base the mapping for evidence to understand the competences needed to teach and develop pedagogical practices in curricular proposals based on interprofessional education.

Práticas integrativas e complementares em saúde entre estudantes universitários: motivos de uso e de não uso

Abstract The objective of this study is to understand the reasons for use or non-use of the integrative and complementary practices among university health students. It is a quantitative and qualitative research, with data collected with questionnaires (667) and interviews (34), and investigated by content analysis. Therapeutic effects, family influence, and offer of alternatives to biomedicine were the main reasons for use of integrative and complementary practices, while the absence of demand, disinterest, and lack of opportunity were the most frequent barriers for use. Therefore, the motivations for use emphasize advantages obtained with these practices and some contexts that determine their adoption. Regarding the barriers for use, a scenario of low availability and dominance of biomedicine in contemporary western culture stands out. Therefore, these results corroborate the demand to confront the monoculture of biomedicine, as well as the inclusion of integrative practices in higher health education. Thus, university can be built on dialogues between different cultures in health, facilitating the use of non-hegemonic practices and expanding the epistemic bases of care in the formation and the life of the academic community.

State of the art and theoretical framework regarding student research in the regional and local context, with emphasis on health sciences and nursing students

Higher education in health has always emphasized the development of knowledge, skills and attitudes; when, in the modern world, we must not only educate our competitiveness, but also enhance our ability to adapt to change, generate new knowledge and constantly improve our performance. Scientific research is increasingly related to the experience of students in their work performance and their interaction with the environment, so that the acquisition of knowledge is not independent of their activity. The research groups contribute to the formation of students in teamwork and interdisciplinary approach to knowledge. Scientific research is rigorous, and universities should promote it, for which the research seedbeds are a good way to obtain diagnoses of our reality, and proposals in accordance with the needs of the environment to modify it. The seedbeds are spaces in which a tutor and his students are present in order to create a learning community, and constitute a training strategy to promote research in multiple fields of knowledge, and are potentially applicable and useful in the area of higher education in health. The work that is developed in the seedbeds from an individual or collective appearance confirms a mutual benefit, which includes the actors or members of the seedbed, the institution, the network and society

Patrones de aprendizaje de estudiantes de posgrado en salud pública: relaciones con la identidad, la formación y el trabajo de profesores enBrasil

IntroductionThe relationships between the learning patterns of postgraduate students and their social representations of professional identity, teaching work and pedagogical training at the postgraduate level in health at a Brazilian institution are analyzed. Method166 graduate students who responded to the ILS questionnaire participated in the study. Cluster analysis was performed to identify learning patterns. In addition, 25 teachers were interviewed in focus group sessions to identify professional identity, pedagogical training and teaching work. The data are analyzed using the Collective Subject Discourse technique. The study was approved by a Brazilian ethics committee. ResultsCluster analysis revealed four patterns of student learning: RD-flexible (28.3%), AD (31.9%), MD (25.4%) and UD (14.5%). The focus groups made it possible to infer certain categories for each of the dimensions analyzed in the teachers: Professional identity (socio-political context and commitment to public services, credibility and diversity of the institutional environment, teaching experience and practice), Teaching work (work management, conditions and process) and pedagogical training (needs and demands, student profile and interpersonal relations). ConclusionThe perceptions on the dimensions of professional identity, teaching work and pedagogical training made it possible to incorporate intersubjective and contextual elements to the understanding of learning patterns; and based on this, guidelines are defined for the design of training itineraries in higher education in health that promote a critical and reflective education with active participation of students.

Por uma Teoria Histórico-Cultural da Atividade para as Metodologias Ativas

ABSTRACT Considering the context of higher education in health, a movement of theorization on active teaching-learning methodologies is presented, seeking to organize a Historical-Cultural theoretical framework for overcoming naive views about them. The theoretical-reflective research was based on the framework of the Vygotsky School. Work was considered as a vital activity, the foundation for active methodologies, and the teaching-learning activity was viewed as a dialectical unity organizing the process of teaching and learning. It is a cognitive, transformative, external/internal activity, through which subjects appropriate human objectifications, producing and forging superior modes of operating mentally and acting in the world.

The use of technologies by university professors

The need to change from the traditional teaching model to the virtual one due to the social isolation leads to discussions about maximizing the use of Information and Communication Technologies (ICT) in education. This study aimed to evaluate the profile of the use of technologies in education and the acceptance and resistance to the use of ICT by faculty members in higher education in health during the COVID-19 pandemic. This study is a quantitative observational cross-sectional study, carried out from March to December 2020, with the universe of investigation being all the teachers linked to the undergraduate level courses in the health area of a higher education institution. The results show that of all the professionals surveyed (n = 248), 46.4% (n = 115) had already had access to knowledge or some training in ICT. When comparing data from before and during the pandemic, we observed a significant increase in the indicators of teachers' experience in remote classes (from 5.2% to 72.2%), knowledge about virtual learning resources (from 8,1% to 60.9%), consideration of the importance of knowledge about ICT (from 46.4% to 98.4%) and training in the area (from 19.4% to 55.7%), besides the reduction in the level of difficulty of teachers regarding the change from the traditional model to the technological one (from 26.6% to 3.6%). We conclude that most teachers improved their acceptance of ICT use during the pandemic. The transition from the traditional to the virtual model positively impacted this process.

REMOTE TEACHING DURING THE COVID-19 PANDEMIC: A VIEWPOINT ACCORDING TO PAULO FREIRE’S APPROACH

Objective: to report the authors' experiences during remote teaching in the postgraduate course in Nursing and Health, in the face of the Coronavirus pandemic, from Paulo Freire’s approach. Method: experience report based on direct observation and student participation in curricular activities, between March and June 2021, at a public university in the State of Bahia, Brazil. Data were recorded in a field diary, organized by thematic approach and analyzed through the action-reflection-action process. Results: Three dimensions were identified that revealed the scenery experienced in emergency remote teaching, aimed to ensure the qualification of higher education in health. Conclusion: The conversations during the remote classes pervaded challenges and innovations in planning and in class practice and re-signified the process of characterization of teaching practice. The prospect of offering a high quality course, stimulating the action-reflection-action process in teaching-learning became clear.

Strengthening The Academic Atmosphere In Higher Health Education With Character And Social Responsibility

Education is a systematic process to improve human dignity holistically, which allows the three most elementary dimensions of humanity above to develop optimally. Thus, education should be a strategic vehicle for efforts to develop all the potential of individuals, so that the ideals of building Indonesian people as a whole can be achieved. The development of national education in the future is based on the paradigm of building Indonesian people as a whole, which functions as subjects who have the capacity to actualize the potential and dimensions of humanity optimally.build the portion of curricular activities with extra-curricular activities in Campus that are getting closer to balance. The existence of student organizations in Campus will be able to involve students in the development and self-actualization, as well as improve student competitiveness. culture and empowerment of students that take place must be able to give an example, build willpower, and develop student creativity in the learning process, through developing a cultural scheme of reading, writing, and arithmetic for all citizens, as Community Empowerment. The problem of the nation's strength lies in the capacity and capability of the generation, the purpose of higher education related to character building is basically to encourage the birth of good people. Students who have a positive character will have an attractive personality, ethical, unpretentious, honest, intelligent, caring, and tough. The campus atmosphere will be able to grow and develop good character will encourage students to grow with the capacity and commitment to do the best things and do everything with purpose. Students with good character will do their best as an offering to God Almighty, by optimizing their potential and accompanied by full awareness.

A reflection on higher education in health in the context of the COVID-19 pandemic: traditional education still perpetuates

Pandemics that occurred in the past strongly marked all areas and spheres that makeup society. This gave rise to important and revolutionary events with repercussions that continue to this day. The COVID-19 pandemic was no different in this regard, especially as it emerged in an extremely globalized age. Therefore, the objective of this critical review was to reflect on higher health education in the context of the COVID-19 pandemic, with a focus on traditional education that is perpetuated through the new context. There were many challenges faced by this new reality, especially regarding the use of technology to provide quality education. However, we believe that one of the greatest challenges of education in this context continues to be overcoming traditional teaching, which has been subtly perpetuated in many institutions of higher education in health. We should discuss and reflect more on the camouflage of current teaching: the intentional camouflage driven by political and doctrinal interests; and the involuntary that drags from generation to generation.

Methods and strategies to promote academic literacies in health professions: a scoping review

BackgroundUniversities enroll students from diverse backgrounds every year, with 300 million students expected in higher education by 2025. However, with widening participation, increasing numbers of students enrolling in higher health education and future health professions will be underprepared to meet demands of academic literacies, i.e. ability to read, interpret and critically evaluate academic texts and communicating the understanding verbally or in writing. The aim of this scoping review was to describe and explore methods and strategies to promote development of academic literacies.ResultsThirty-one relevant studies were included and analyzed according to scoping review guidelines. The results showed four strategies: (1) integrating learning activities to develop academic literacies in the regular curriculum, (2) changing the course design with new methods for teaching and learning, (3) establish collaborations amongst academics and librarian faculty, and (4) adding courses or foundation year focusing on development of academic literacies. The results are discussed in light of the United Nations Agenda 2030 Sustainable Development, Goal 4, Quality Education, and widening participation.ConclusionsAspects of widening participation and inclusion in higher education have been debated, and increasing numbers of students from diverse backgrounds are expected to enter health studies in higher education. We encourage integration of teaching and learning activities targeting parallel learning of course materials and development of academic literacies, beyond study skills. Embracing epistemic complexity and diversity as well as choosing strategic work with academic literacies may provide a starting point toward realizing sustainable development goals and widening participation.

Consumption-Related Health Education Inequality in COVID-19: A Cross-Sectional Study in China

BackgroundThe COVID-19 pandemic influences various aspects of society, especially for people with low socioeconomic status. Health education has been proven to be a critical strategy in preventing a pandemic. However, socioeconomic characteristics may limit health education among low socioeconomic status groups. This study explores consumption-related health education inequality and the factors that contribute to this, which are variable across China during COVID-19.MethodsThe 2020 China COVID-19 Survey is a cross-sectional study in China, based on an anonymous online survey from 7,715 samples in 85 cities. It employed machine-learning methods to assess household consumption and other contributing variates associated with health education during the pandemic. Concentration Index (CI) and Horizontal Index (HI) were used to measure consumption-related inequalities in health education, respectively. Moreover, Wagstaff decomposition analysis was employed to identify other contributing variables to health education inequality.ResultsThe result indicates that participants with more education, better income, and positive consumption preferences undertake higher health education during COVID-19. The CI and HI of consumption-health education inequality are 0.0321 (P < 0.001) and 0.0416 (p < 0.001), respectively, which indicates that health education is concentrated in wealthy groups. We adapted Lasso regression to solve issues and omit variables. In terms of other socioeconomic characteristics, Annual Income was also a major contributor to health education inequalities, accounting for 27.1% (P < 0.001). The empirical results also suggests that education, health status, identification residence, and medical health insurance contribute to health education inequality.ConclusionsThe difference in Household consumption, annual income, rural and urban disparity, and private healthcare insurance are critical drivers of health education inequality. The government should pay more attention to promoting health education, and healthcare subside policy among vulnerable people. Significantly to improve awareness of undertaking health education with lower education, rural residential, to enhance confidence in economic recovery and life after COVID-19.

The National Student Performance Examination and the quality of Brazilian higher education in health.

to analyze higher education in the health area in Brazil according to the results of the students' performance in the 2019 National Student Performance Examination. a cross-sectional and retrospective study with a quantitative approach and online data referring to 192,715 students from 3,712 health courses, collected in 2020. The students' performance was expressed in concepts, ordered on a scale of one to five. Box-plots were prepared, prevalence values of the concepts were estimated, and the differences were evaluated through statistical tests (α=5%) according to the administrative and management characteristics, as well as those of the cities where the courses were offered. there was a satisfactory level of higher education in health (70.0% with a score ≥3). The Medicine courses were the most satisfactorily evaluated while Speech Therapy and Nursing obtained the worst scores. Public, face-to-face and university education were associated with better teaching quality. Lower levels were found in the North region states, in small towns, outside metropolitan areas and in those under private management. heterogeneity in the quality of higher education across the health courses was verified, indicating its association with the characteristics of the teaching institutions and with the infrastructure of the cities where the courses are offered, pointing out challenges to the quality of health education in Brazil.

Exame Nacional de Desempenho dos Estudantes e a qualidade do ensino superior em saúde brasileiro

Objective: to analyze higher education in the health area in Brazil according to the results of the students’ performance in the 2019 National Student Performance Examination. Method: a cross-sectional and retrospective study with a quantitative approach and online data referring to 192,715 students from 3,712 health courses, collected in 2020. The students’ performance was expressed in concepts, ordered on a scale of one to five. Box-plots were prepared, prevalence values of the concepts were estimated, and the differences were evaluated through statistical tests (α=5%) according to the administrative and management characteristics, as well as those of the cities where the courses were offered. Results: there was a satisfactory level of higher education in health (70.0% with a score ≥3). The Medicine courses were the most satisfactorily evaluated while Speech Therapy and Nursing obtained the worst scores. Public, face-to-face and university education were associated with better teaching quality. Lower levels were found in the North region states, in small towns, outside metropolitan areas and in those under private management. Conclusion: heterogeneity in the quality of higher education across the health courses was verified, indicating its association with the characteristics of the teaching institutions and with the infrastructure of the cities where the courses are offered, pointing out challenges to the quality of health education in Brazil.

Metodologias ativas no ensino em saúde

ABSTRACT This study is a literature review on the contributions of active methodologies in Higher Education in the health area. From the reviewed literature (texts, articles and books), an academic essay was written, addressing ideas, reflections, literature citations and authors’ personal impressions on the theme. After analyzing the literature, it was realized that active methodologies despite being involved in the teaching-learning process for several years, still require that teachers and students widely appropriate their benefits. The implementation of this change will help in coping with the factors that have negatively interfered in higher health education. It is a challenge that needs to be embraced by teachers and students. Conclusions: Active teaching methodologies can be included in all teaching models and methods and aim to promote learning and expand the possibilities for students to develop their competencies.

The New Version of Accreditation for Higher Education in Health

The New Version of Accreditation for Higher Education in Health

The Impact of Health and Wealth on Settlement Intention of Migrants: The Moderating Effect of Social Welfare.

Background: With the rapid urbanization, citizenization of migrants is becoming the development tendency in China. It is significant to analyze the determining factors of the settlement intention of migrants.Methods: The data we used were taken from the China Migrants Dynamic Survey (CMDS) in 2017. Multilevel mixed-effects logistic regression was used to analyze the relationship between air pollution, economic advantages, and settlement intention between different migrants and the moderating effect of social welfare.Results: At the individual level, being female, married, urban and other ethnic, having higher education, older, and health associated with likelihood of settlement intention of migrants. Higher health education, social integration, and, have a health record were positively associated with the likelihood of settlement intention. Higher educated, urban areas, and Han migrants were willing to reduce their pursuit of health for economic development.Conclusion: Health education and more social organizational participation can reduce the negative effect of air pollution and increase the positive effect of economic advantages on settlement intention of migrants. But, in less economically advantaged areas, it has no obvious effect. In the choice of health and wealth, the settlement intention of migrants shows difference, and unfairness and social welfare, in particular health education, can narrow this difference.

EDUCAÇÃO INTERPROFISSIONAL EM SAÚDE NO ENSINO SUPERIOR: REVISÃO INTEGRATIVA SOBRE A EXPERIÊNCIA BRASILEIRA

O objetivo deste estudo foi analisar a produção científica sobre educação interprofissional em saúde no Brasil no contexto do ensino superior. Para isso realizou-se um estudo de revisão integrativa da literatura. Foram considerados estudos nacionais, com texto em línguas portuguesa, espanhola e inglesa, publicados de 2004 a 2020 nas bases de dados SciELO e LILACS, sendo incluídos nesse estudo de revisão integrativa 16 artigos. Os resultados foram avaliados pela técnica da análise temática. As categorias que denotaram a produção científica sobre educação interprofissional no ensino superior no Brasil compreenderam a educação interprofissional como meio para a troca de saberes, como espaço de reflexão e como elemento para o cuidado integral. Os resultados encontrados retrataram a importância da educação interprofissional no contexto analisado, com impacto positivo sobre o processo de ensino-aprendizagem na educação superior em saúde e, consequentemente, sobre a qualidade da atenção prestada na assistência à saúde.

Evaluation strategies in active learning in higher education in health: integrative review.

to analyze scientific evidence on evaluation strategies for active learning methods in health undergraduate programs. integrative literature review in the Medical Literature Analysis and Retrieval System Online, Latin American and Caribbean Literature in Health Sciences, Nursing Database, Scopus, Web of Science and Education Resources Information Center databases. different evaluation strategies are used: Presentation of seminars, Self-evaluation, Evaluation of student performance in Tutotest-Lite tutoring, Peer Evaluation, Active Learning and Critical Thinking Self-evaluation Scale, Objective and Structured Clinical Exam, Portfolio, Progressive Disclosure Questions, Modified Dissertation Questions, Progression Test, Dissertation Test, Objective Test, Immediate Learning Checks, Clinical Case Resolution and Cumulative Test. evaluation strategies in active learning are used in combination, aiming at the affective, cognitive and psychomotor development of the student. However, studies with greater power of scientific evidence would be needed.

Automedicação nos estudantes do ensino superior da saúde

Enquadramento: a automedicação envolve o uso de medicamentos para tratar distúrbios ou sintomas autodiagnosticados, ou o uso intermitente ou continuado de medicação prescrita por um médico para tratamento crónico ou doenças ou sintomas recorrentes. Objetivos: caraterizar a prática da automedicação nos estudantes do ensino superior da saúde. Metodologia: estudo quantitativo e descritivo. Amostra constituída por 301 estudantes. Recolha de dados com recurso a questionário e análise de dados efetuada através do Statistical Package for the Social Sciences (SPSS). Resultados: verifica-se automedicação em 93,4% dos estudantes do ensino superior saúde. Os sinais e sintomas mais frequentes foram as cefaleias (29,8%), dismenorreia (13,5%) e febre (9,9%). Os medicamentos mais utilizados foram os analgésicos/antipiréticos (34,6%), os anti-inflamatórios (29,2%), vitaminas e sais minerais (7,4%). Conclusão: a automedicação entre os estudantes do ensino superior é elevada, pelo que é fulcral abordar esta problemática ao longo do curso de forma a minimizar os riscos associados a este consumo.

Que horas ela volta? Análise bioética sobre gênero e classe

Resumo A exibição de filmes seguida de debate pode ser empregada como recurso pedagógico da bioética narrativa, visando compartilhar percepções e ampliar coletivamente a capacidade de refletir e dialogar. Neste artigo buscou-se aprofundar a análise de questões ético-políticas suscitadas em debate sobre o filme Que horas ela volta? com estudantes de uma universidade pública. O filme faz um resgate sócio-histórico da formação brasileira, expondo antagonismos ancestrais e uma cultura visceralmente racista, sexista e autoritária. Foram levantadas coletivamente as principais cenas-chave do filme, debatidas à luz da bioética social com base em leitura previamente recomendada. O processo levou os alunos a problematizar relações de gênero, classe, trabalho, poder e violência simbólica no Brasil contemporâneo – reflexões necessárias no contexto da educação superior em saúde.