Please use this identifier to cite or link to this item:
https://www.arca.fiocruz.br/handle/icict/46040
Type
Papers presented at eventsCopyright
Restricted access
Embargo date
2025-12-31
Collections
Metadata
Show full item record
AN EVALUATION MATRIX FOR SELF-INSTRUCTIONAL COURSES OF CONTINUING AND ONLINE EDUCATION IN HEALTH
Author
Affilliation
Fundação Oswaldo Cruz. Fiocruz Brasília. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Fiocruz Brasília. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Fiocruz Brasília. Brasília, DF, Brasil.
Fundação Oswaldo Cruz. Escola Fiocruz de Governo. Brasília, DF, Brasil.
Abstract
Background:
In 2003, the National Policy for Continuing Education in
Health (PNEPS) was created as a strategy to train and update
workers of the Unified Health System. To be effectively
instituted, the Open University of the Brazilian Unified Public
Health System was conceived to offer free online courses. But,
it was observed that the online educational modules developed
were not structural and pedagogically homogeneous.
Objective:
Propose a matrix of criteria and guidelines to support the
improvement of the design of instructional modules, investigating
three main areas: ergonomics, education and health.
Methodology:
Anasynthesis was the approach to build the evaluation matrix.
Results:
The matrix consists of 29 criteria (Accessibility, Progression
Activities, Updating Practices, Self-Analysis and Self-
Management, Assessment, Cognitive Load, Student-Centered,
Collaboration, Compatibility and Interoperability,
Consistency, Knowledge Building, Student Control,
Documentation and Help, Aesthetics, Feedback, Flexibility,
Error Management, Interactivity, Maintenance, Clear
Instructional Goals and Objectives, Motivation,
Personalization, Problem Practicing, Critical Reflection,
Relevance, Renewable, Safety, Use of Different Paths,
Valorization of Knowledge) with 132 guidelines that allows
to check if the online self-instructional module meets
minimum quality criteria. Five courses produced by the
UNA-SUS system were tested and compared with the
perception of users of these courses, obtained by the polls
for opening and closing the courses. There was an approximation
between the evaluations using the matrix and the
responses of the surveys of the courses, answered by the
users. Results from these surveys were transferred to a user
matrix. The Interactivity and Collaboration criteria were
considered non-mandatory for self-instructional courses without
tutors.Conclusions:
The matrix is an adequate evaluation tool for self-instructional
courses developed for Continuing Education.
Share