Sistemas de monitoramento e avaliação centrados no aluno para prevenção da evasão e melhoria continua do processo ensino-aprendizagem em Saúde

Abstract

This study aims to analyze the use of two learner-centered tools, one created to enable data mining in the virtual learning environment known as Moodle and the other created as an auxiliary system used in the processing and interpretation of the data collected in modules assessment made by students. Both tools were used as pedagogical support in distance learning courses offered by the Open University of Brazilian National Health System UNA-SUS, part of the Federal University of Maranhão - UFMA. The pedagogical team of UNA-SUS/UFMA developed both tools. This is an exploratory and analytical observational study, using documentary and bibliographic research and analysis of the data obtained through Monsys and SigU Questionnaire, tools developed by the UNA-SUS/UFMA team, for monitoring and evaluation, respectively. The data was analyzed with the statistical software SPSS versão 22.0 for Windows and the significance level adopted was 5% (p < 0,05). To assess Monsys effectiveness, two postgraduate classes of a Family Health course (Class of 2010 and class of 2011) were selected as research subjects, one with Monsys intervention and the other without. To analyze the students perception regarding didactic and pedagogical aspects related to the content and activities, educational resources and tutoring, a sample was selected. It was composed of 319 students (SUS professionals) that completed the Communicable Disease Module and answered evalution questions, regardind the module, through the SigU Questionnaire. Both analyzed tools presented promising results. The findings showed that the class of 2010, the one without Monsys intervention, had a dropout rate of 43.2%. In contrast, the class of 2011, in which the tool was used as support by the pedagogical team, the dropout rate was of 30,60%. After statistical adjustment, the Monsys monitoring system remained in correlation with the course completion variable (adjusted OR = 1.74, IC95% = 1.17-2.59; p = 0.005), suggesting that the use of the Monsys tool, isolated to the adjusted variables, can enhance the likelihood that students will complete the course. With regard to the use of SigU Questionnaire, it was observed that 99% of students evaluated the module, in general, with positive ratings. The best rated item was the Tutor Performance, with excellent rating equal to 71.8%. The results suggest that the use of Monsys significantly reduced the dropout, which supports the notion that efficient pedagogical monitoring is a determining factor in reducing the dropout rate, independent of external factors such as age, gender and profession of the students. Regarding the SigU Questionnaire, the findings demonstrated a positive feedback for the module analyzed with this tool, which contributes to the tracking and improvement of courses offered by UNA-SUS/ UFMA, to prevent and control dropout rates and, consequently, to the enhancement of the public health offered in Brazil.