microlearning in health area - wcol2019.ie moto.pdfthe microlearning does not require separate...
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MICROLEARNING IN HEALTH AREA: SUCCESSES AND LIMITS IN THE YELLOW FEVER
VACCINATION COURSE (BRAZIL)
Yellow Fever in BrazilCONTEXT
Sanitary emergency
End of 2016 - May 2017 - worst
outbreak of yellow fever in the last
decades in Brazil
Epidemiological scenario increased
the risk of disease re-urbanisation -
Southern States
2017 - Guide for Clinical Management
of Yellow Fever for Health
Professionals - by Fiocruz and
Brazilian Ministry of Health
Yellow Fever in BrazilCHALLENGES
Stakeholder demand (Fiocruz)
Transforming the guide into an on-line course
for health professionals of the SUS (Unified
Health System)
Contributing to anticipating an eventual
outbreak in 2018-2019 summer
Solution
MOOC in the form of microlearning in order to
promote deeper learning among health
professionals
The microlearning does not require separate learning sessions but is
integrated with other activities of the learner. In addition. microlearning is
good for some types of learning environment. where content can be
designed on smaller objects. just-in-time learning and Web 2.0 learning. It
may not be appropriate for all forms of learning and. therefore. it
complements (it does not replace) other forms of learning.
(BRUCK et al.. 2012. p. 530)
BRUCK. PETER A; MOTIWALLA. LUVAI & FOERSTER. FLORIAN. MOBILE LEARNING WITH MICRO-CONTENT: A FRAMEWORK AND EVALUATION. 25TH BLED ECONFERENCEEDEPENDABILITY: RELIABLE AND TRUSTWORTHY ESTRUCTURES. EPROCESSES. EOPERATIONS AND ESERVICES FOR THE FUTURE. <HTTPS://DOWNLOAD.KNOWLEDGEFOX.NET/FILES/PUBLIC/P38_BRUCK_35.PDF>
MICROLEARNING
PRODUCTION PROCESSYellow Fever in Brazil
Time of production
3 months
Institutions
Fiocruz Virtual Campus
UNA-SUS - Open University of the Unified Health
System
Virtual Campus of Public Health (CVSP/PAHO)
Framework DEAO - Design of On-line Learning
Experiences
Multidisciplinary team of UNA-SUS
EDUCATIONALOBJECTIVE
LEARNING DESIGN
Provide information on vaccination
against yellow fever . focusing on
critical or adverse situations of
everyday work
Identify and guide actions in specific
and contraindicated cases of yellow
fever vaccinationLEARNING
OUTCOMES
3 parts - basic concepts,
contraindications, adverse cases
Flashcards (300
characters/screen)
Quizz - immediate feedback
Special cards sharable in social
medias
Language adaptation: short
sentences
Illustrations: complementary visual
input
No formal final assessment
EDUCATIONALCONTENT
TRANSFORMING THE GUIDE INTO ON-LINE COURSE
RESULTSLearning analytics
completion rate
5926 students enrolled on the course between nov 2018 and march
2019
3588 completed the course - completion rate: 60.5%
interest of health professionals from endemic areas
São Paulo 14.3% (62.0%) - Rio 13.8% (58.6%) - Minas Gerais 9.0%
(68.4%)
diversity of audience profiles
students 40.7% - nurses. technical nurses. nursing assistants 40.9% -
doctors 5.9%
other health professionals 5.8% - non health professionals 6.7%
RESULTSLearning analytics
6.01 k
users shared the social flashcard on
8.7% users
consulted the flashcards more then one
time
RESULTSPost-course survey
course considered as “pleasant” by 65.2% of respondents
92,0% would do other similar courses
less than 1% would not recommend the course to a colleague
Suggested improvements
deepening of the subject - 39.4% of the categorized indications
design and technology 24.3% - inclusion of audio/video - 23.4%
inclusion of clinical cases 6.1% - formal performance assessment
4.1%
PERPECTIVESSuccess and limits
Satisfactory acceptance of the course and the format
Teamwork
Improve the just-in-time learning
students could have the possibility to save key cards
Allow students to share real clinical cases
