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The objective of this paper is to present the distance education's contribution to developing health promotion in Chile, through evaluation of a postgraduate certificate program for professionals, and a training course for nurse technicians working in primary healthcare, with an 8-month follow-up after program completion. The program methodology wa...
Contexts in source publication
Context 1
... sciences and education professionals (social workers, psychologists and educators) made up 38% of participants, while 62% represented the biomedical area (nutritionists, midwives, nurses, physical therapists, dentists and others). Everyone who participated had a university degree representing at least 4 years of study (Table 1). ...Context 2
... the training course, there were 172 technicians whose average age was 37 years and with an average of 9.7 years of work experience. In the group, 89% were women and 46% were from rural districts (Table 1). High-level nurse technicians received on average 2 years of training and work in all PHC programs (family health, dental health, children's health, women's health, adult health, nutrition, social assistance, pharmacy and others). ...Context 3
... technicians had significantly less experience with distance education than the professionals. For 85% of the technicians, this was their first experience with distance education, compared with 31% of the professionals (Table 1). ...Context 4
... χ 2 test was calculated to compare groups, using STATA 10.1 for Windows. Table 1 shows the pass rates, with higher values for professionals than technicians (87 and 76%, respectively), but these differences are not significant. The reasons for failure were poor performance or deferment. ...Similar publications
Se registra por primera vez la presencia de Hymenophyllum ferrugineum Colla (Hymenophyllaceae) en la cordillera de Nahuelbuta, con lo cual se extiende su distribución en 235 kilómetros hacia el norte de su registro previo conocido.
Citations
... As technology processes have become more sophisticated, there is a greater need for lifelong learning, self-education, and ongoing education, the industrial field has become more intellectualized, certain occupations have vanished, and new ones have emerged. As a result, remote engagement enables us to expand the chances for retraining and training, as well as advanced training of professionals, both internally and externally [4]. Any interaction between the teacher and the student that takes place at a distance is often referred to as remote training. ...
The current study aimed at investigating distance education barriers within Iraqi universities. The design of the study was quantitative in nature and for this purpose, 150 Iraqi university teachers and students participated in this study. The universities were from all around Iraq. The participants were both male and female. The students’ age ranged between 22 to 31, and the teachers’ age ranged between 35 to 45. They all had the same mother tongue which is Arabic, and all of them had experienced distance education during Covid 19. Data were gathered through an online questionnaire. After the administration of the questionnaire, the responses were codified by numerical values and then were analyzed using descriptive statistics in SPSS version 24. Results suggested that the mean of all responses from both sides were over three, which indicated that, both teachers and students experienced certain barriers in distance learning education in Iraqi universities. The findings are discussed with regard to each barrier. The distance learning barriers were categorized as personal barriers, technical barriers, pedagogical barriers, organizational barriers and financial barriers.
... The availability and utilization of distance education or online learning vary around the world and among colleges [4]. Often, distance education is leveraged to help access students who are not physically present in the room with the instructor [5]. A faculty member who only uploads a PowerPoint or pre-recorded video to the site may face resistance from the students if there is little other support or teaching offered [1,6]. ...
Background: Nursing education that moved online during the COVID19 pandemic was a technical success. However, nurses may have suffered increased anxiety in the months following the initial rollout of the courses. Faculty that want to best prepare nurses for the clinical setting could prepare nurses for the increased anxiety that accompanies an online course. Objectives: The objective of this study was to determine to what extent Emirati nursing students perceived level of anxiety changed following a rapid transition from in-person to distance education. Design: A quasi-experimental non-equivalent group pre/post survey bracketing moving to an online distance education model for United Arab Emirates (UAE) female nursing students. Methods: Measurement of age used independent t-test. The cohort and campus variables were Likert scales compared with chi-squared analysis. Perception of expenses used Fischer's exact test. Measurement of the overall anxiety score used a one-sample t-test comparing the means of the pretest against the respondents' posttest scores due to the inability to match pre-post participants as the survey was anonymous. Results: The research showed a significant (t(232)=7.580, p<0.001) increase in anxiety from the pretest score (M=7.77, SD 3.985) to the posttest score (M=9.93, SD 4.344) in anxiety overall score (range 0-21) after using the distance education software for one month. Conclusions: Traditional distance education typically only focuses on IT training before going live. The literature generally assumes that there is a decrease in anxiety as students become more comfortable with using distance education software. This study challenges that view. This study demonstrated that additional training and interventions are needed to assist the increased anxiety experienced after go-live when Emirati nursing students have used distance education software. This increased anxiety may be to difficulty using the software for submitting assignments or taking exams whose requirement conflicted with their cultural norms (cameras in the home).
... The availability and utilization of distance education or online learning vary around the world and among colleges [4]. Often, distance education is leveraged to help access students who are not physically present in the room with the instructor [5]. A faculty member who only uploads a PowerPoint or pre-recorded video to the site may face resistance from the students if there is little other support or teaching offered [1,6]. ...
Background: Nursing education that moved online during the COVID19 pandemic was a technical success. However, nurses may have suffered increased anxiety in the months following the initial rollout of the courses. Faculty that want to best prepare nurses for the clinical setting could prepare nurses for the increased anxiety that accompanies an online course. Objectives: The objective of this study was to determine to what extent Emirati nursing students perceived level of anxiety changed following a rapid transition from in-person to distance education. Design: A quasi-experimental non-equivalent group pre/post survey bracketing moving to an online distance education model for United Arab Emirates (UAE) female nursing students. Methods: Measurement of age used independent t-test. The cohort and campus variables were Likert scales compared with chi-squared analysis. Perception of expenses used Fischer's exact test. Measurement of the overall anxiety score used a one-sample t-test comparing the means of the pretest against the respondents' posttest scores due to the inability to match pre-post participants as the survey was anonymous. Results: The research showed a significant (t(232)=7.580, p<0.001) increase in anxiety from the pretest score (M=7.77, SD 3.985) to the posttest score (M=9.93, SD 4.344) in anxiety overall score (range 0-21) after using the distance education software for one month. Conclusions: Traditional distance education typically only focuses on IT training before going live. The literature generally assumes that there is a decrease in anxiety as students become more comfortable with using distance education software. This study challenges that view. This study demonstrated that additional training and interventions are needed to assist the increased anxiety experienced after go-live when Emirati nursing students have used distance education software. This increased anxiety may be to difficulty using the software for submitting assignments or taking exams whose requirement conflicted with their cultural norms (cameras in the home).
... A small proportion of studies measured participation using a variety of methods including class attendance , interaction with class discussion forums or completing class exercises (Adwan, 2016;Carrizosa et al., 2018;dos Reis et al., 2019;Salinas et al., 2017), obtaining learning platform analytic data (Reese et al., 2021;Wlodarczyk et al., 2017), and finally student evaluation about their participation experience (Figuccio, 2020;Liaw et al., 2016;Peterson et al., 2016). While participation data reflects student reactions, it does not evaluate learning effectiveness (Lima et al., 2019) and neglects to inform teachers of how students used online platforms (Backhouse et al., 2017). ...
... Pre-test/post-test designs were also used to measure students' knowledge (e.g., Salinas et al., 2017) and performance (e.g., Backhouse et al., 2017) before and after training. However, some studies reported high dropout rates in the post-test phase (Annan et al., 2020;dos Reis et al., 2019;Gagnon et al., 2015;Reese, 2021;Reviriego et al., 2014), while others reported difficulties in accurately measuring the long-term impact of knowledge acquisition (Backhouse et al., 2017). ...
... Various studies used follow-up questionnaires, ranging from one month to four years after course completion. Follow-up questionnaires implemented at one month had a 78 percent response rate (Wlodarczyk et al., 2017), while others implemented at eight months achieved 67 percent (Salinas et al., 2017). Gorchs-Molist et al. (2020) reported multiple follow-up periods, including after 1-2 years (71% response rate) and 3-4 years (91% response rate). ...
... A small proportion of studies measured participation using a variety of methods including class attendance , interaction with class discussion forums or completing class exercises (Adwan, 2016;Carrizosa et al., 2018;dos Reis et al., 2019;Salinas et al., 2017), obtaining learning platform analytic data (Reese et al., 2021;Wlodarczyk et al., 2017), and finally student evaluation about their participation experience (Figuccio, 2020;Liaw et al., 2016;Peterson et al., 2016). While participation data reflects student reactions, it does not evaluate learning effectiveness (Lima et al., 2019) and neglects to inform teachers of how students used online platforms (Backhouse et al., 2017). ...
... Pre-test/post-test designs were also used to measure students' knowledge (e.g., Salinas et al., 2017) and performance (e.g., Backhouse et al., 2017) before and after training. However, some studies reported high dropout rates in the post-test phase (Annan et al., 2020;dos Reis et al., 2019;Gagnon et al., 2015;Reese, 2021;Reviriego et al., 2014), while others reported difficulties in accurately measuring the long-term impact of knowledge acquisition (Backhouse et al., 2017). ...
... Various studies used follow-up questionnaires, ranging from one month to four years after course completion. Follow-up questionnaires implemented at one month had a 78 percent response rate (Wlodarczyk et al., 2017), while others implemented at eight months achieved 67 percent (Salinas et al., 2017). Gorchs-Molist et al. (2020) reported multiple follow-up periods, including after 1-2 years (71% response rate) and 3-4 years (91% response rate). ...
... A small proportion of studies measured participation using a variety of methods including class attendance (Lee et al., 2020), interaction with class discussion forums or completing class exercises (Adwan, 2016;Carrizosa et al., 2018;dos Reis et al., 2019;Salinas et al., 2017), obtaining learning platform analytic data (Reese et al., 2021;Wlodarczyk et al., 2017), and finally student evaluation about their participation experience (Figuccio, 2020;Liaw et al., 2016;Peterson et al., 2016). While participation data reflects student reactions, it does not evaluate learning effectiveness (Lima et al., 2019) and neglects to inform teachers of how students used online platforms (Backhouse et al., 2017). ...
... Pre-test/post-test designs were also used to measure students' knowledge (e.g., Salinas et al., 2017) and performance (e.g., Backhouse et al., 2017) before and after training. However, some studies reported high dropout rates in the post-test phase (Annan et al., 2020;dos Reis et al., 2019;Gagnon et al., 2015;Reese, 2021;Reviriego et al., 2014), while others reported difficulties in accurately measuring the long-term impact of knowledge acquisition (Backhouse et al., 2017). ...
... Various studies used follow-up questionnaires, ranging from one month to four years after course completion. Follow-up questionnaires implemented at one month had a 78 percent response rate (Wlodarczyk et al., 2017), while others implemented at eight months achieved 67 percent (Salinas et al., 2017). Gorchs-Molist et al. (2020) reported multiple follow-up periods, including after 1-2 years (71% response rate) and 3-4 years (91% response rate). ...
Training and development programs are increasingly delivered online with numerous studies reporting no differences in learning outcomes between online and traditional learning. However, there are no established standardized methods to evaluate the effectiveness of online learning. This review aims to map the state of research around health-related education to determine what e-learning evaluation methods are being used, the strengths or deficiencies of these methods, and which are appropriate for measuring the effectiveness of online education. Databases searched were PubMed, ProQuest, Education Resources Information Centre, Cumulative Index to Nursing and Allied Health Literature, Scopus, PsychInfo, and Medline. Studies were included if they were published between 2011 and 2021, reported health-related online education and included an evaluation component. Thirty studies were obtained from numerous countries with varied methodologies and designs. Participants ranged from undergraduate students to medical professionals. Evaluation methods included student participation, students’ reaction to the training program, self-efficacy, knowledge assessment, long-term performance, and the Kirkpatrick Evaluation Framework. The review identified that course evaluations, such as measuring student satisfaction scores alone, are insufficient when used to quantify learning effectiveness for online education. This was particularly important as studies are reporting these single metrics as positive effects of training interventions without justification. Suggestions within the reviewed papers were to adopt and implement an appropriate validated method within the course curriculum to evaluate learning outcomes.
... En este contexto y en el marco de los programas de educación continua de promoción de salud del Instituto de Nutrición y Tecnología de los Alimentos (INTA) de la Universidad de Chile desde hace décadas, con metodologías participativas y procesos de evaluación permanente, innovación y mejoramiento de la práctica educativa [10][11][12] , el año 2017 se incorporan los Cursos Abiertos Masivos en Línea (CAMEL) cuya sigla en inglés es MOOC (Massive Open Online Course). ...
Background:
A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the Web.
Aim:
To assess the MOOC experience for teaching nutrition, healthy food consumption, physical activity and health promotion to prevent obesity.
Material and Methods:
Two MOOC courses, (one with two versions), are described with the registration and evaluation instruments such as surveys carried out at the beginning and at the end of the courses. Effective participants in the three versions were 17.456, 11.121 in MOOC1, 2.351 in MOOC1 second version and 3.984 in MOOC2. Their median age was 31 years, 82% were women, 60% were professionals and 12% were foreigners.
Results:
In the final evaluation of the three courses, 85% to 99% qualified as “very good” or “good” all the surveyed topics. Thirty five percent of participants reported having lack of time, 11% reported problems with internet connectivity and 3.9%, personal or work problems.
Conclusions:
This is the first experience with MOOC in health and nutrition to prevent obesity in Chile. Considering the good results and positive evaluation of these courses, we estimate that they are an important tool to prevent obesity and chronic diseases in Chile, Latin America and other regions of the world.
... Online courses allow distance e-learning, are more costefficient, and provide different teaching opportunities in resource-limited environments (Abutarbush et al. 2006;Aggarwal et al., 2011) by reducing inequalities in access to training and strengthening professional teams in addressing different health concerns (Salinas et al., 2017). In the last decade, e-learning in the healthcare sector has become one of the most prolific continuous education initiatives (Cheng et al., 2014). ...
Continuous medical education focused on health problems emerging in low- and middle-income countries (LMICs) is scarce. Although tobacco consumption is increasing in LMICs, there is a lack of tobacco cessation training programs in these countries. To promote smoking cessation interventions in Bolivia, Guatemala and Paraguay, we adapted an e-learning program developed in Catalonia (Spain). This process evaluation study reports on reach, dose and satisfaction of participants with the course, as well as the contextual factors of its application. We conducted a multiple method evaluation, which included a survey and several focus groups, each one specific to the same type of healthcare professional (nurses, doctors, other professionals). Two hundred and ninety-two participants registered into the online course. The motivation for undertaking the course was different between doctors and nurses. The main sources of difficulty in enrolling and finishing the course were the technical problems experienced when accessing the platform, and lack of acquaintance with computers and the Internet in general. Our results show that implementing e-learning education in hospitals from LMICs is feasible, especially when there are similarities between participating countries and the country in which the original program was developed. However, several elements such as strong organizational commitment, technical support and resources and adequate communication channels should be provided to facilitate enrollment and training completion. Efforts to improve Internet access should be made to avoid jeopardizing students' motivation to enroll and complete online training.
The aim of this article was to present an update of the theorical and methodological foundations of counseling and evidence of their effectiveness, relating to the practice of health teams and analyzing future challenges. It is described, the theorical basis, the policy directions of the Chilean Ministry of Health, the international recommended strategies and the contributions of the participants in a training program conducted by INTA with 312 professionals (nutritionists, physiotherapists and dentists mostly). The analysis of the conditions in the Primary Health Care, to implement systematically nutrition, physical activity and tobacco counseling is presented. The need to improve the practice and its contribution to a preventive approach to serious problems of physical inactivity, obesity and smoking in the Chilean population is discussed.
