Implementação de metodologias blended-learning no ensino da farmacoterapia baseado em simulações

A incorporação de actividades de formação à distância por instituições de ensino superior é considerada um importante contributo para a criação de novas oportunidades de ensino tanto ao nível de formação inicial como da formação contínua. No campo da educação e formação clínica, os educadores e os clínicos vêm progressivamente reconhecendo o potencial das TIC para efeitos de aprendizagem, prática e avaliação de conhecimentos. Na Medicina e na Enfermagem, são prolíficos os trabalhos que ilustram a adaptação das componentes tecnológicas e dos métodos pedagógicos, contudo, tanto quanto foi possível indagar na área da Farmácia, os exemplos internacionais são escassos, e nulos a nível nacional. Nesse sentido este projecto destina-se a avaliar as necessidades subjacentes à implementação de um modelo de b-learning no ensino da Farmacoterapia baseada em Simulações, criá-lo, implementá-lo e por fim avaliar o desempenho do aluno e a sua motivação.The incorporation of distance learning activities by institutions of higher education is considered an important contribution to creating new opportunities for teaching at both initial and continuing training. In the field of and clinical training and education, educators and clinicians are increasingly recognizing thepotential of ICT for learning practices and assessment. In Medicine and Nursing, the works that illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the international examples are scarce, and void at the national level. In that sense this project is intended to assess the needs underlying the implementation of amodel of blended learning in the teaching of pharmacotherapy based on simulations, create it, implement it and finally evaluate student performance and motivation

Objetos de aprendizagem – uma proposta de design pedagógico

A produção e utilização de OA afigura-se como um cenário em expansão num contexto de crescente integração de práticas de e-learning nas instituições de ensino superior, particularmente no ensino das Ciências da Saúde. Apesar do debate ainda em curso em torno das caraterísticas dos OA, e das implicações dessas mesmas caraterísticas em termos pedagógicos, torna-se cada vez mais evidente que a adoção de ambientes online como ambientes de aprendizagem formal (sem descurar o potencial destes ambientes em contextos de aprendizagem não formal ou informal) não poderá deixar de considerar os OA como elementos de relevo na sua estruturação, nomeadamente no que concerne à forma como os materiais de ensino e de aprendizagem são concebidos e utilizados. Neste sentido, torna-se relevante divulgar práticas já curso, partilhando experiências adquiridas e disseminando o conhecimento neste domínio. É nosso objetivo com este texto contribuir para uma aproximação dos educadores a esta problemática, através da partilha da nossa experiência na produção de objetos de aprendizagem concebidos para utilização num contexto de ensino e aprendizagem da farmácia e das ciências farmacêuticas

A B-learning strategy for Therapeutics at the Bachelor Level

Background Information:The incorporation of distance learning activities by institutions of higher education is considered an important contribution to create new opportunities for teaching at both, initial and continuing training. In Medicine and Nursing, several papers illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the examples are scarce. In that sense this project demonstrates the implementation and assessment of a B-Learning Strategy for Therapeutics using a “case based learning” approach. Setting: Academic Pharmacy Methods:This is an exploratory study involving 2nd year students of the Pharmacy Degree at the School of Allied Health Sciences of Oporto. The study population consists of 61 students, divided in groups of 3-4 elements. The b-learning model was implemented during a time period of 8 weeks. Results:A B-learning environment and digital learning objects were successfully created and implemented. Collaboration and assessment techniques were carefully developed to ensure the active participation and fair assessment of all students. Moodle records show a consistent activity of students during the assignments. E-portfolios were also developed using Wikispaces, which promoted reflective writing and clinical reasoning. Conclusions:Our exploratory study suggests that the “case based learning” method can be successfully combined with the technological components to create and maintain a feasible online learning environment for the teaching of therapeutics

Case based learning digital: proposta para estruturação da formação

A incorporação de atividades de formação a distância por instituições de ensino superior é considerada um importante contributo para a criação de novas oportunidades de oferta formativa tanto ao nível de formação inicial como da formação contínua. Contudo o desconhecimento de muitos docentes de como adotar práticas de educação a distância assegurando a qualidade das experiências pedagógicas facultadas aos estudantes, tem constituído um obstáculo para a sua adoção por parte de muitos docentes. Neste sentido, torna-se relevante divulgar práticas já curso, partilhando experiências adquiridas e disseminando o conhecimento neste domínio. É nosso objetivo com este texto contribuir para uma aproximação dos educadores a esta problemática, através da partilha da nossa experiência na estruturação da formação online num contexto de Ensino Superior da Farmácia e das Ciências Farmacêuticas

Online learning environment surveys for higher education : comparative analysis and future research

The quality of the environment in which students learn, plays a paramount role. Researchers and education practioners should have means by which they can measure the learning environment before they can enact any changes in that environment that will lead to improving the effetiveness of education. Learning environments questionnaires have been utilized in multiple countries at multiple educational levels and many educational areas, however there are no records of such instruments being validated and used in Portugal. The aim of this integrative review is to analyze several questionnaires/instruments designed for the evaluation of learning environments, in order to make a critical appreciation about the assessed dimensions and finally establish an action plan for the adaptation and cross-cultural validation of one of these instruments for the Portuguese Language.A qualidade dos ambientes online de aprendizagem, desempenha um papel primordial. Investigadores e profissionais da educação devem dispor de meios através dos quais possam quantificar certas características do ambiente de aprendizagem antes de aprovar qualquer alteração no ambiente online com vista a uma melhoria da efectividade do processo de aprendizagem. Questionários relativos a ambientes online de aprendizagem têm sido utilizados em vários países, em vários níveis de ensino e muitas áreas de educação, porém não há registos de tais instrumentos serem validados e utilizados em Portugal. O objectivo da presente revisão integrativa consiste na análise de diversos questionários/instrumentos concebidos para a avaliação dos ambientes online de aprendizagem de forma a tecer uma apreciação crítica sobre as dimensões avaliadas e, finalmente, estabelecer um plano de acção para a validação e adaptação transcultural de um desses instrumentos para a Língua Portuguesa

Clinkering and hydration study of non-active and active Belite-Alite-Ye'elimite (BAY) cements

The aim of AIM is to promote industry-driven, interdisciplinary research in material science and engineering in order to provide leading-edge, sustainable solutions to the challenges facing engineers in today’s changing society and environment. http://www.ucl.ac.uk/aim/conference-info/37ccsThe manufacturing process of ye'elimite rich cements emit about 15-37% less CO2 to the atmosphere than OPC. Cements that contain belite, ye’elimite and ferrite, known as BYF cements, are promising eco-friendly binders. However, belite, their main phase, shows a slow hydrating behaviour; therefore the corresponding mortars present lower mechanical strengths than OPC at early ages. To solve this problem, BYF clinkers can be activated by: i) forming alite jointly with belite and ye’elimite during clinkering, known as BAY clinkers. The alite and ye’elimite reaction with water should develop high mechanical strengths at early ages, besides, belite contributes to later curing times. ii) A second activation is based on the stabilisation of alpha forms of belite by dopants. The objective of this work is to obtain two types of BAY clinkers (standard and active BAY) using CaF2 as mineraliser and borax as dopant agent to stabilize alpha forms of belite phase. After that, anhydrite was added as sulphate source to obtain the corresponding cements. The hydration behaviour of these cements has been studied through rheological and x-ray diffraction measurements, the latter combined with Rietveld quantitative phase analysis. In addition, mechanical and dimensional properties of BAY mortars are also presented and discussed.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Case Based Learning Digital: estratégias de avaliação e colaboração online

A adoção de atividades de formação a distância em modalidade de e-learning por instituições de ensino superior, cuja área de intervenção tem sido essencialmente presencial, é considerada um importante contributo para a diversificação da oferta formativa nomeadamente em termos de flexibilidade de gestão dos momentos e espaços de aprendizagem por parte dos estudantes. Contudo, a adesão dos professores à incorporação de práticas de e-learning nas suas atividades não é alheia a dificuldades. A esse nível é recorrente a existência de preocupações relacionadas com a avaliação das aprendizagens e da colaboração online. Neste contexto considera-se relevante divulgar práticas já em curso, partilhando experiências adquiridas e disseminando o conhecimento neste domínio. É nosso objetivo com este texto contribuir para uma aproximação dos educadores a esta problemática, através da partilha da nossa experiência na avaliação e colaboração online num contexto de ensino e aprendizagem da Farmácia e das Ciências Farmacêuticas.The adoption of e-learning activities by higher education institutions, whose area of focus has primarily been face to face instruction, is considered an important contribution to the diversification of the training provision, particularly in terms of flexibility and management of time and learning spaces. However, the willingness of teachers to incorporate practices of e-learning in their activities is no stranger to hardship. Recurring concerns are expressed, regarding online assessment and collaboration. In this context it´s relevant to promote practices already underway, sharing experiences and disseminating knowledge in this field. It is our goal with this paper, to contribute to an approximation of educators to this problem, by sharing our experience in with online assessment and collaboration in the teaching and learning context of Pharmacy and Pharmaceutical Sciences.La adopción de actividades de e-learning por las instituciones de educación superior, cuya área de enfoque ha sido sobre todo los cursos presenciales, se considera una importante contribución a la diversificación de la oferta formativa, en particular en términos de flexibilidad de gestión del tiempo y de los espacios de aprendizaje de los estudiantes. Sin embargo, la voluntad de profesores para incorporar prácticas de e-learning en sus actividades no es ajeno a las dificultades. Preocupaciones recurrentes se expresan, a respecto de la evaluación y colaboración en línea. En este contexto, se considera relevante promover prácticas ya en marcha, el intercambio de experiencias y la difusión de conocimientos en este campo. Nuestro objetivo con este trabajo, es contribuir para una aproximación de los educadores a este problema, al compartir nuestra experiencia en la evaluación y colaboración en línea en la enseñanza y el aprendizaje de Farmacia y Ciencias Farmacéutica

Case based, learner centered aproach to pharmacotherapy

The incorporation of real problems into health education is seen as an effort to prepare future health professionals to meet the challenging demands of the profession, in particular, the provision of quality patient care. The foundation of this methodology can be traced back to Dewey. The author suggested that students should be presented with real life problems in order to discover the information required to solve them. With the introduction of the Bologna Process in Portugal, the School of Allied Health Sciences of Oporto, saw this opportunity to put in practice Dewey´s axiom. This paper represents a small part in the process of integrating a Case Based, Learner Centered approach to Pharmacotherapy. Since 2008, Pharmacotherapy is no longer taught in a lecture based model. With the implementation of Bologna Process in the Pharmacy Degree, some basic science curricular units maintained their lecture based approach, only to serve as mediators to a more student-centered approach in the applications of knowledge to real life situations. Pharmacology and Pharmacotherapy,are good examples of this dichotomy. Normally the students have to attend lectures on pharmacology topics during one week, then in the next week, they will have to collaborative solve a real problem (relating to the previous week Pharmacology topics) during a pre-established time, in the presence of a tutor. The cases are in paper format, and they are adapted or based in real life situations. They are normally ill-defined so that the students can discover what course of action to pursue. For all cases there are some orientations that are provided by the tutor, that are previously constructed under Bloom’s Taxonomy. The tutor himself, must have certain characteristics that permit him/her to be in this situation. Normally for tutor selection we endorse that besides the pedagogical background, he/she has an active role in professional activities outside the School. The class is divided in casestudy groups of about 4 students. Normally there are 4 groups in each class. At the end of the case study, each case-study group is interviewed by the tutor. Evaluation and assessment is divided in case study grading, mini-test grading and examination grading. Results show that gradings tend to increase from second year to the third year in the bachelor degree, despite the raised level of complexity, which can demonstrate that a student centered approach is a favorable mean to promote reflexive thinking and develop complex epistemic beliefs

Understanding the determinants of users’ continuance intention to buy low-cost airline flights online

TTam, C., Barroso, M., & Cruz-jesus, F. (2022). Understanding the determinants of users’ continuance intention to buy low-cost airline flights online. Journal of Hospitality and Tourism Technology, 13(2), 264-280. https://doi.org/10.1108/JHTT-12-2020-0316Purpose Low-cost carriers’ (LCC) worldwide market share is gaining momentum. This paper aims to propose using the expectation confirmation model (ECM) combined with brand awareness and image, website quality and visual appeal to evaluate the continuance use intention of low-cost airlines (LCA) websites. Design/methodology/approach The empirical approach was based on an online survey of 272 individuals collected in Portugal. The data were analyzed using structural equation modeling. Findings Brand awareness, brand image and satisfaction are the variables that best explain continuance intention. The leftover constructs can empirically explain ECM. Originality/value This study seeks to understand the significance of brand awareness and image, website quality and visual appeal in LCA websites’ confirmation and continuance use intention. Understanding the influence on confirmation and long-term viability, strategies based on these conclusions are proposed for LCC companies to better promote consumers’ continuance use intention.authorsversionpublishe