dos Santos Alaneir de Fátima, Alves Humberto José, Nogueira Janaina Teixeira, Torres Rosoália Mpraes, Melo Maria do Carmo Barros
Telehealth Nucleus, Medical School at Federal University of Minas Gerais , Belo Horizonte, Brazil .
Telemed J E Health. 2014 Aug;20(8):736-41. doi: 10.1089/tmj.2013.0291. Epub 2014 Jun 5.
Telehealth activities are already going on in many Latin American countries. This article aims to present and evaluate a distance learning telehealth training course in the region.
This was a cross-sectional descriptive study. A coordinating committee was formed, composed of medical school faculty from 15 countries, which defined the course's syllabus, teaching model, and mentoring structure. A questionnaire was prepared, using a Likert scale, in order to verify if the parameters of gender, age, professional category, postgraduate degree, and experience in distance education indicated any difference in relation to the course evaluation. The responses were analyzed by chi-squared test, considering as significant a value of p<0.05.
Of the 353 enrolled participants, 251 (71.10%) did the basic modules, and 96 (43.91%) completed the full training. In relation to the overall course assessment, it was considered excellent or good by 80.92% of participants, the mentors received positive evaluations by 72.83% of students, the course content was evaluated as excellent or good by 87.4% of students, and 94.40% of participants would recommend it. As for the parameters assessed, only experience in distance education was statistically significant for the evaluation of the tutors.
The results presented indicate an important concern on the part of the Latin American countries participating on the course in relation to telehealth training activities. Regarding course assessment, high approval rates in relation to tutoring, educational model, course content, and goals were noted, corroborating literature data. The experience of conducting a Latin American shared telehealth training course was indeed positive, contributing to the development of telehealth actions.
远程医疗活动已在许多拉丁美洲国家开展。本文旨在介绍和评估该地区的一个远程医疗远程教育培训课程。
这是一项横断面描述性研究。成立了一个协调委员会，由来自15个国家的医学院教师组成，该委员会确定了课程大纲、教学模式和指导结构。准备了一份使用李克特量表的问卷，以验证性别、年龄、专业类别、研究生学位和远程教育经验等参数在课程评估方面是否存在差异。通过卡方检验分析回答结果，将p<0.05的值视为具有统计学意义。
在353名注册参与者中，251人（71.10%）完成了基础模块，96人（43.91%）完成了全部培训。关于课程总体评估，80.92%的参与者认为优秀或良好，72.83%的学生对导师给予了积极评价，87.4%的学生将课程内容评为优秀或良好，94.40%的参与者会推荐该课程。至于评估的参数，只有远程教育经验在导师评估方面具有统计学意义。
所呈现的结果表明，参与该课程的拉丁美洲国家对远程医疗培训活动非常关注。关于课程评估，在辅导、教育模式、课程内容和目标方面的认可度很高，这与文献数据相符。开展拉丁美洲共享远程医疗培训课程的经验确实是积极的，有助于远程医疗行动的发展。
