Case based learning for therapeutics: student's performance in face to face vs blended learning

Sis emas y Tecnologías de In o mación VOLUME - I A ículos de la Con e encia Edi o es: Ál a o Rocha Luís Paulo Reis Manuel Pé ez Co a Oc a io San ana Suá ez Rami o Gonçal es ISBN 978-989-98434-6-2 CISTI 2016 | 2 CRÉDITOS TÍTULO Sis emas y Tecnologías de In o mación SUB-TÍTULO Ac as de la 11ª Con e encia Ibé ica de Sis emas y Tecnologías de In o mación G an Cana ia, España 15 a 18 de Junio de 2016 Vol. I – A ículos de la Con e encia EDITORES Ál a o Rocha, Uni e sidade de Coimb a Luís Paulo Reis, Uni e sidade do Minho Manuel Pé ez Co a, Uni e sidad de Vigo Oc a io San ana Suá ez, Uni e sidad de Las Palmas de G an Cana ia Rami o Gonçal es, Uni e sidade de T ás-os-Mon es e Al o Dou o ISBN 978-989-98434-6-2 WEB h p://www.ais i.eu/cis i2016/ CopyRigh 2016 AISTI (Associação Ibé ica de Sis emas e Tecnologias de In o mação) Comisión Coo dinado a Ál a o Rocha, Uni e sidade de Coimb a (P esiden e) Manuel Pé ez Co a, Uni e sidad de Vigo (Simposio Doc o al) Luís Paulo Reis, Uni e sidade do Minho (Wo kshops) Ca los Fe ás Sex o, Uni e sidad de San iago de Compos ela Adol o Lozano Tello, Uni e sidad de Ex emadu a Jose An onio Cal o-Manzano Villalón, Uni e sidad Poli écnica de Mad id Rami o Gonçal es, Uni e sidade de T ás-os-Mon es e Al o Dou o An ónio Lucas Soa es, FEUP, Uni e sidade do Po o Miguel de Cas o Ne o, NOVA IMS Gonçalo Pai a Dias, Uni e sidade de A ei o Da id Fonseca, La Salle, Uni e si a Ramon Llull E nes Redondo, Uni e sidad Poli écnica de Ca alunya B áulio Al u as, ISCTE-IUL - Ins i u o Uni e si á io de Lisboa Má io Pia ini, Uni e sidad de Cas illa-La Mancha Comisión O ganizado a Manuel Pé ez Co a, Uni e sidade de Vigo (Coo dinado ) Rami o Gonçal es, Uni e sidade de T ás-os-Mon es e Al o Dou o (Coo dinado ) F ancisco J. Vázquez Núñez, Uni e sidade de Vigo F ede ico B anco, Uni e sidade de T ás-os-Mon es e Al o Dou o José Ma ins, Uni e sidade de T ás-os-Mon es e Al o Dou o José Ra ael Pé ez Aguia , Uni e sidad de Las Palmas de G an Cana ia Ma ga i a Díaz Roca, Uni e sidad de Las Palmas de G an Cana ia Miguel Ramón González Cas o, Uni e sidade de Vigo San iago Cas elo Boo, Uni e sidade de Vigo Tânia Rocha, Uni e sidade de T ás-os-Mon es e Al o Dou o Comisión Cien í ica Oc a io San ana Suá ez, Uni e sidad de Las Palmas de G an Cana ia (P esiden e) A. Augus o Sousa, FEUP, Uni e sidade do Po o Abel Suing, Uni e sidade Técnica Pa icula de Loja Abílio Oli ei a, ISCTE-IUL - Ins i u o Uni e si á io de Lisboa Adhema Ma ia do Valle Filho, UNIVALI Ad iano Pasqualo i, Uni e sidade de Passo Fundo Agos inho Sousa Pin o, ISCAP, Ins i u o Poli écnico do Po o Albe o Fe nández, Uni e sidad Rey Juan Ca los Albe o F ei as, FMUP, Uni e sidade do Po o Albe o José Buga ín Diz, IEEE SMC & Uni e sidade de San iago de Compos ela Alcínia Zi a Sampaio, IST, Uni e sidade de Lisboa Alejand o Medina, IEEE & Uni e sidad Poli écnica de Chiapas Alejand o Peña, Escuela de Ingenie ía de An ioquia CISTI 2016 | 871 Case Based Lea ning o The apeu ics Ângelo Jesus, Ma ia João Gomes, Agos inho C uz Al hough Le inhas has been c ea ed o mee he eading li e acy needs o s uden s lea ning Po uguese, i is being p epa ed o be used wi h o he languages. ACKNOWLEDGEMENTS We would like o hank Alexand e Ca alho, A u Gomes, C is iana Pe ei a, Rena o Pes ana and Tiago Fe nandes, unde g adua e s uden s o he compu e enginee ing deg ee om Poly echnic Ins i u e o Toma o hei con ibu ion o he p ojec . BIBLIOGRAPHIC REFERENCES [1] A. C. Ca alho, Ap endizagem da lei u a: P ocessos Cogni i os a aliação e in e enção. Viseu: Psicosoma, 2011. [2] J. A. Lopes, Di iculdades de ap endizagem da lei u a e da esc i a: Pe spe i as de a aliação e in e enção. Po o: Edições Asa, 2005. [3] M. G. M. C. F. Velasquez, (2007). Pe cu sos Desen ol imen ais de Lei u a e Esc i a – Es udo longi udinal com alunos do 1.º ciclo do ensino básico. PhD Thesis. B aga: Uni e sidade do Minho, 2007. [4] I. Sim-Sim, Desen ol e a Linguagem, Ap ende a Língua. In A. Ca alho, A (O g.). No as Me odologias Educa i as. Po o: Po o Edi o a, pp. 197-236, 1995. [5] A. M. R. Manso, C. G. C. Ma ques, P. M. A. Dias, A. P. F. Fe ei a, & F. M. F. Mo gado, Le inhas: p omoção da lei u a a a és de disposi i os mó eis, In M. R. Rod igues, M. L. Nis al, M. Figuei edo (Eds.), A as do XVII Simpósio In e nacional de In o má ica Educa i a (SIIE’ 2015) (pp. 116-123). Se úbal: Escola Supe io de Educação do Ins i u o Poli écnico de Se úbal, 2015. [6] V. C uz, Uma abo dagem ilogené ica e on ogené ica à ap endizagem da lei u a e esc i a, Sonha , 2, pp. 199-228, 2005. [7] S. Shaywi z, Vence a dislexia: Como da espos a às pe u bacões da lei u a em qualque ase da ida. Po o: Po o Edi o a, 2008. [8] B. R Foo man, D. J. F ancis, B. A. Shaywi z & J. M. Fle che , The case o ea ly eading in e en ion. In B. Blachman (Ed.), Founda ions o eading acquisi ion and dyslexia. New Je sey: E lbaum, pp. 243-264, 1997. [9] H. Buescu, J. Mo ais, M. Rocha, & V. Magalhães, P og ama e Me as Cu icula es de Po uguês do Ensino Básico. Lisboa: Minis é io da Educação e da Ciência, 2015. [10] J. M. Mo an, Table s e ne books na educação. No as Tecnologias e Mediação Pedagógica. 21ª Edição (pp. 30-35). Campinas: Papi us, 2013. [11] G. Salmon, E-Mode a ing: The key o eaching and lea ning online. London: Kogan Page, 2000. [12] E. D. Wagne , Enabling Mobile Lea ning. EDUCAUSE Re iew, 40 (3), pp. 40-53, 2005. [13] M. Ha , The expanding school day. T H E Jou nal, 39 (3), p. 6, 2012. [14] Hung, W., Jonassen, D. H., & Liu, R., P oblem-based lea ning. In J. M. Spec o , J. G. an Me iënboe , M. D., Me ill, & M. D iscoll (Eds.), Handbook o esea ch on educa ional communica ions and echnology. 3 d ed (pp. 485-506). Mahwah, NJ: E lbaum, 2008. [15] A. Mou a, Ap op iação do elemó el como e amen a de mediação em mobile lea ning: es udos de caso em con ex o educa i o. PhD Thesis. B aga: Uni e sidade do Minho, 2010. [16] U. Richa dson, & H. Lyy inen, The G aphogame Me hod: he heo e ical and me hodological backg ound o he echnology-enhanced lea ning en i onmen o lea ning o ead, Human Technology, 10 (1), pp. 39-60, 2014. [17] Y.-J. Lan, Y.-T. Sung, & K.-E. Chang, A mobile-de ice-suppo ed pee - assis ed lea ning sys em o collabo a i e ea ly EFL eading, Language Lea ning & Technology, 11 (3), pp. 130-151, 2007. [18] A. Thoe me & L. Williams, Using Digi al Tex s o P omo e Fluen Reading, The Reading Teache , 65 (7), pp. 441-447, 2012. [19] L. C. La son, A case s udy explo ing he “new li e acies” du ing a i h- g ade elec onic eading wo kshop. PhD Thesis. Manha an, Kansas: Kansas S a e Uni e si y. [20] A. R. S. Mo ais, O Desen ol imen o da lei u a em unção de di e en es mé odos. Mas e s Disse a ion. Lisboa: Ins i u o Poli écnico de Lisboa, 2012. [21] A. C. Sil a, A é à descobe a do p incipio al abé ico. Lisboa: Fundação Calous e Gulbenkian, 2003. [22] F. Smi h, Comp eendendo a lei u a: uma análise psicolinguís ica da lei u a e do ap ende a le . Aleg e: A emed, 2003. [23] M. A. Ma ins. P é-his ó ia da ap endizagem da lei u a. Lisboa: ISPA, 1996. [24] F. L. Viana, & M. M. Teixei a, Ap ende a le : Da ap endizagem in o mal à ap endizagem o mal. Po o: Edições Asa, 2002. [25] M. Sousa, A aliação da luência da lei u a em alunos do 2º ciclo : me as cu icula es pa a a elocidade da lei u a. Mas e s Disse a ion, Uni e sidade de Lisboa, 2014. [26] N. Melli, Ou i ou le ? Como se ap ende mais? Um es udo em Cu so Supe io de Engenha ia. Ma ão, São Paulo, 2011. [27] S. Mosca i, J. Ne o, U. A aújo, & G. Ma ques, Use o Audio on e- lea ning. In e na ional Con e ence on In o ma ion Sys ems and Technology Managemen , São Paulo, 2015. [28] R. Cla k, & R Meye , Elea ning and he science o ins uc ion:p o en guidelines o consume s and designe s o mul imedia lea ning. 2 ed., San F ancisco: P ei e, 2008. Case Based Lea ning o The apeu ics S uden ´s pe o mance in Face o Face s Blended Lea ning Ângelo Jesus Ins i u o Poli écnico do Po o Escola Supe io de Tecnologia da Saúde Vila No a de Gaia Po ugal [email p o ec ed] Ma ia João Gomes Uni e sidade do Minho Ins i u o de Educação B aga, Po ugal [email p o ec ed]inho.p Agos inho C uz Ins i u o Poli écnico do Po o Escola Supe io de Tecnologia da Saúde Vila No a de Gaia Po ugal [email p o ec ed] Abs ac — The adop ion o E-Lea ning ac i i ies by highe educa ion ins i u ions, is conside ed an impo an con ibu ion o new lea ning oppo uni ies, bo h in e ms o ini ial, as well as li elong aining. In he ield o clinical educa ion and aining, educa o s and clinicians a e g adually ecognizing he po en ial o ICT o lea ning pu poses, p ac ice and assessmen o knowledge. In medicine and nu sing, he e a e ex ensi e examples ha illus a e he adap a ion o echnological componen s and eaching me hods. Howe e , as much as i was possible o asce ain, examples a e sca ce in Pha macy and Pha maceu ical Sciences. In his pape we p opose o explo e a case based lea ning app oach o he eaching o he apeu ics, using blended lea ning. When in compa ison wi h ace o ace se ing, ou esul s show a signi ican be e pe o mance in he blended lea ning g oup. Keywo ds - Blended-Lea ning, Case Based Lea ning, The apeu ics, Collabo a ion, Online Assessmen . I. INTRODUCTION Nowadays, becoming a Pha maceu ical P o essional is a huge challenge. The s uden is equi ed o de elop a as and complex ange o in ellec ual, isual and manual skills, as well as o ake in o accoun la ge amoun s o ac ual in o ma ion, and p ac ice echnical and echnological p ocedu es. Apa om adi ional ex s, lec u es and sel -guided indi idual lea ning, pha maceu ical educa o s a e encou aged o ind and implemen ways o p omo e s uden ’s high o de hinking and collabo a i e lea ning and o inc ease s uden s’ mo i a ion [1]. One way o achie ing hese objec i es is o complemen adi ional lea ning me hods wi h he de elopmen and implemen a ion o Case Based Lea ning (CBL), P oblem Based Lea ning (PBL) o Simula ion Based T aining (SBT), suppo ed in eal li e si ua ions. The inco po a ion o eal p oblems in pha maceu ical educa ion is seen as an e o o p epa e u u e heal h p o essionals o mee he challenging demands o he p o ession, in pa icula , he p o ision o quali y pa ien ca e. The ounda ions o his me hods can be aced back o Dewey [2], an ea ly educa ional philosophe , who sugges ed ha s uden s should be p esen ed wi h eal li e p oblems and hen helped o disco e he in o ma ion equi ed o sol e hem. Fu he mo e, Dewey encou aged e lec ion as a p ocess o p oblem sol ing. The au ho ecognized ha we can “ e lec ” on a whole hos o hings in he sense o me ely “ hinking abou ” hem, howe e , he a gues logical o analy ical e lec ion can ake place only when he e is a eal p oblem o be sol ed [3]. Some highe educa ion ins i u ions, as McMas e Uni e si y, ecognized he impo ance o Dewey’s axiom o medical educa ion, and c ea ed a cu iculum ha applied he PBL app oach o each medical s uden s [4]. All me hods ega ding eal p oblems s and in con as o a mo e adi ional app oach o lea ning and ins uc ion. They p omo e lea ne - cen e ed, small g oup, in e ac i e lea ning expe iences, ins ead o la ge g oup, didac ic, eache -cen e ed ins uc ion. P o esso s acili a e o u o , a he han lec u e. A cu iculum ha p esen s such p oblem sol ing ac i i ies ends o igge in e disciplina y lea ning oppo uni ies as opposed o cu iculum con ained in discipline-based ex s and p esen a ions [3]. As such, s uden s a e ee o pu sue de e mined lea ning issues in con as o s uden s in mo e adi ional cu iculum, who migh ocus on iden i ying wha CISTI 2016 | 872 ma e ial he p o esso will include on he exam. A e McMas e Uni e si y inno a i e echniques we e massi ely di ulged, se e al medical and allied heal h science p og ams made changes o hei cu iculum in o de o inco po a e one o mo e aspec s o PBL, CBL o simila app oaches. A subs an ial numbe o a icles discuss he implemen a ion o PBL me hods in o he cu iculum, alongside wi h he necessa y measu es ha we e aken o ca y ou his complex me hod, namely in Basic Medical Sciences [5], Oph halmology [6], Public Heal h [7], Respi a o y The apy [8], Nu sing [9][10] and Labo a o y Medicine [11]. In he Pha macy ela ed subjec s, s udies ha e been conduc ed in Pha macology [6]; The apeu ics [12]; Pha maceu ics [13] and Medicinal Chemis y [14]. In all p e ious s udies, he p oblem is no con ined o one session. No mally, he in o ma ion is p esen ed o he s uden s in ague de ails (ill-s uc u ed p oblem) and hey a e esponsible o gene a ing hypo heses, analyze da a and p opose a u u e inqui y. The PBL sessions can s e ch o ime pe iods equal o g ea e han one week, and pos -session wo k a ies acco ding o he g oup’s in e es s in pu suing addi ional issues. II. CASE BASED LEARNING Case Based Lea ning is an educa ional pa adigm closely ela ed o he PBL educa ional app oach. CBL’s main ai s de i ed om PBL a e ha a “case” is used o s imula e and suppo he acquisi ion o knowledge, skills, and a i udes. The cases, place e en s in a con ex ha p omo es au hen ic lea ning [15]. The undamen al di e ence is ha PBL equi es no p io expe ience o unde s anding in he subjec ma e , whe eas CBL equi es he s uden s o ha e a deg ee o p io knowledge. Cases a e gene ally w i en as p oblems ha p o ide he s uden wi h a backg ound o a pa ien o o he clinical si ua ion. Suppo ing in o ma ion is gi en, such as la es esea ch a icles, i al signs, symp oms, and labo a o y esul s. CBL allows s uden s o de elop a collabo a i e, eam based app oach o hei educa ion [16], and p omo es he consolida ion and in eg a ion o lea ning ac i i ies [15], [17]. O he bene i s may include [15], [18]: • de elopmen o in insic and ex insic mo i a ion; • encou aging o sel -assessmen and c i ical hinking; • allowing scien i ic inqui y and he de elopmen o suppo p o ision o hei conclusions; • in eg a ion o knowledge and p ac ice, • de elopmen o lea ning skills. The case-based o ma equi es s uden s o ecall p e iously co e ed ma e ial o sol e clinical cases, which a e based on clinical p ac ice [19]. As such, CBL is mo e suppo i e o he lea ne han PBL, since s uden s in PBL a e expec ed o loca e hei own esou ces, whe eas CBL gene ally p o ide esou ces in he o m o backg ound in o ma ion o s uden s which helps lowe he bu den. In o ma ion ega ding he implemen a ion o Case Based lea ning in The apeu ics has been a p io i y in ela ed esea ch [1], [20], [21]. III. BLENDED LEARNING The p oli e a ion o esea ch on blended lea ning is e i iable in he numbe o a icles and books published annually. Howe e he de ini ion o a uni ied concep o blended lea ning is no always easy, no only because he e a e mul iple pe spec i es among au ho s, bu also by he linguis ic peculia i ies o each language. The i s e e ences o he e m came om he indus y (wi h an emphasis on li elong lea ning), bu ecen ly, he ocus o blended lea ning has been accen ua ed a highe educa ion le el [22]. In a ime whe e he exis ing li e a u e on blended lea ning es ed mainly on issues o "how o", o ien ed o indus y and se ices, au ho s like Tho ne [23] o Be sin [24] p esen ed us de ini ions o blended lea ning se ings, as classic aining p og ams (ins uc o -led) supplemen ed wi h elec onic componen s (CD-ROM, mul imedia echnologies, oicemail, email, anima ions and s eaming). We mus emind ou sel es ha a his ime, he main audience consis ed o manage s and en ep eneu s in he indus ial and comme cial sec o , whose objec i e would be o c ea e mo e e ec i e, as and cheape aining p og ams, o li elong aining o employees. The e o e, mino conce n was gi en o he de ini ion o e ms, and mo e emphasis was gi en o p ac ical ques ions o "how can his help you business? How o o ganize, implemen and e alua e a aining p og am o his kind? ". The blended lea ning was p aised as an e ec i e esponse, and ce ainly less expensi e, o he p oblems o con inuing educa ion in he p i a e sec o . In a mo e academic pe spec i e, Whi elock & Jel s [25] sugges h ee di e en ypes o b-lea ning: a) “The combina ion o adi ional lea ning wi h web- based online app oaches; b) The combina ion o media and ools employed in an e-lea ning en i onmen ; c) The combina ion o a numbe o pedagogic app oaches, i espec i e o lea ning echnology use.” In his sequence, D iscoll [26] makes a p oposal, wi h he iden i ica ion o ou concep s: a) “Combining o mixing web-based echnology o accomplish an educa ional goal; b) Combining pedagogical app oaches o p oduce an op imal lea ning ou come wi h o wi hou ins uc ional echnology; c) Combining any o m o ins uc ional echnology wi h ace- o- ace ins uc o led aining; d) Combining ins uc ional echnology wi h ac ual educa ional asks.” In a di e en pe spec i e, Lencas e [27] deals wi h b- lea ning, ocusing on he concep s o synch onous and asynch onous. Acco ding o he au ho , synch onous momen s occu simul aneously o all s akeholde s, ha is, all s uden s ha e i ual access o he same in o ma ion (whe he ex ual, isual o audi o y) a he same ime in e al, as i hey we e in a class oom. In con as , asynch onous momen s ( o um, email ...), lea ning happens a di e en imes o each pa icipan , acco ding o he ime and a ailabili y o each s uden . Blended lea ning will he e o consis in an mixed use o bo h app oaches (synch onous and asynch onous) [27]. Ne e heless, he au ho sa egua ds, ha synch onous and asynch onous communica ion should no be dis inguished by embedded echnologies, bu by he goals. Despi e he my iad o de ini ions, usually blended lea ning is associa ed wi h he in eg a ed, e ec i e and sys ema ic combina ion o i ual ac i i ies (usually suppo ed by a LMS), combined wi h ace o ace in e ac ion, in o de o ake ad an age o he bene i s p o ided by synch onous and asynch onous lea ning si ua ions and con ex s[28]–[34]. In his de ini ion, we do no epo he "ac ual ime" o i ual ac i i ies, bu he e ec i e use o pedagogical po en ial inhe en in each o hem, emphasizing he need o co ec ins uc ional design [21], [22], [33] and sa egua ding he po en ial o suppo a collabo a i e lea ning [35]–[37]. IV. CASE BASED LEARNING FOR THERAPEUTICS To design he The apeu ics aining p og am we conside ed educa ional goals, pedagogical models, s uden ’s cha ac e is ics, s a egies and ins uc ional echnologies ha bes i he expec a ions o he eache , he s uden and he educa ional con ex , enabling g ea e e iciency o he p ocess as a whole. As o ins uc ional model op ed o he MIPO model - in eg a ion model by objec i es [38]. The e m "in eg a ion by objec i es" ein o ces he impo ance he in eg a ion o web echnologies in he educa ional con ex , suppo ed by he objec i es o lea ning se o he uni and o he cou se. This app oach has he in en ion o ein o ce he impo ance o lea ning objec i es in he design and implemen a ion o online ac i i ies. Blended lea ning con en s we e made exclusi ely wi h ee open access ools and collabo a ion was mo i a ed by he use o o ums and digi al po olios. A de ailed explana ion o he ins uc ion design, and he s a egies o online collabo a ion and assessmen has been discussed p e iously [16], [21], [39] and an example can be iewed in able 1. TABLE I. EXAMPLE OF A TOPICS, LEARNING OBJECTIVES AND ASSESSMENTS STRATEGIES FOR THE BLENDED LEARNING APPROACH Ch onic enous insu iciency ( T ea men and P e en ion) Objec i es Assessmen s S a egies /Technologies used Recognize he symp oms and signs o pa ien s wi h ch onic enous insu iciency; C osswo d puzzle / Ho Po a oes Iden i y isk ac o s o he de elopmen o ch onic enous insu iciency Quiz/Moodle S uc u e pha macologic op ions a ailable o he ea men o ch onic enous insu iciency acco ding o he se e i y o he disease; MindMap /MindMeis e Assess he he apy ins i u ed o con ol o ch onic enous insu iciency; e-po olio/Wikispaces Recommend nonpha macological measu es o con ol o ch onic enous insu iciency e-po olio/Wikispaces Build a da abase o scien i ic e idence on he e ec i eness o eno opic d ugs Zo e o Bibliog aphic Managemen Es abilish a dialogue wi h he pa ien in o de o ansmi all impo an in o ma ion Video/Audio /Windows Mo ie Make V. METHODS To de e mine he p ojec 's impac on s uden ’s pe o mance, we de eloped a quasi-expe imen al s udy[40]–[42], du ing wo academic yea s. Two di e en g oups o s uden s we e pa o he expe imen . The i s g oup (n=54) was augh ace- o- ace. The second g oup was augh in blended lea ning. Topics, lea ning objec i es and p o esso s we e he same in bo h g oups. Bo h g oups had classes o e a pe iod o 10 weeks. The blended lea ning g oup had 2 ace o ace sessions. Final sco es we e used in o de o make mo e objec i e compa isons. Blended lea ning con en s we e made exclusi ely wi h ee access au ho ing ools like Xe e© (The Xe e P ojec – No ingham Uni e si y), TimeGlide © (Mnemog aph LLC), VUVOX© (VUVOX Ne wo k, inc.), Toondoo© (Jamba , Inc.) e P ezi© (P ezi Inc.). The selec ion o hese ools was based on hei usabili y, he di e si y o media and ac i i ies allowed o inco po a e and he aes he ic aspec o he inal esul . The a icula ion o digi al con en wi h he lea ning objec i es, eaching s a egies and subsequen assessmen echniques, dese ed a p o ound a en ion, so ha as a whole i could p o ide ele an and meaning ul lea ning expe ience The asks associa ed wi h each clinical case we e p epa ed o s uden s o engage wi h all hei knowledge, bu hese should no be su icien o an immedia e esolu ion because, ha way, he e would be no need o in e ac ion be ween colleagues, no commi men o sea ch and disco e new in o ma ion ( see "zone o p oximal de elopmen " [43] VI. DATA ANALYSIS AND RESULTS S uden ´s cha ac e is ics we e assessed p io o he implemen a ion o he cou ses. Bo h g oups had a median age o 19 yea s old, hey had ne e aken an online cou se be o e and none o hem had p io expe ience wi h he opics being co e ed. S uden s we e alloca ed in a ace o ace g oup (n=54) and a blended lea ning g oup (n=56). To e i y ha he quan i a i e a iables had a no mal dis ibu ion, we applied he Kolmogo o -Smi no es (p = 0.578). We con inued s a is ical analysis using Le ene's es o homogenei y o a iance analysis (p = 0.832). Compa ing he alues o he Le ene es wi h One Way ANOVA (Table II), i appea s ha wi h p <0.05 (p = 0.000), he e is a leas one di e ence be ween he g oups. We p oceed wi h he applica ion o he -s uden es o independen samples. TABLE II. RESULTS RELATING TO NORMAL DISTRIBUTION AND HOMOGENEITY OF VARIANCE. ANOVA Final Assessmen (Exam Sco es) Sum o Squa es d Mean Squa e F Sig. Be ween G oups 19,211 1 19,211 24,039 ,000 Wi hin G oups 86,308 108 ,799 To al 105,519 109 CISTI 2016 | 873 ma e ial he p o esso will include on he exam. A e McMas e Uni e si y inno a i e echniques we e massi ely di ulged, se e al medical and allied heal h science p og ams made changes o hei cu iculum in o de o inco po a e one o mo e aspec s o PBL, CBL o simila app oaches. A subs an ial numbe o a icles discuss he implemen a ion o PBL me hods in o he cu iculum, alongside wi h he necessa y measu es ha we e aken o ca y ou his complex me hod, namely in Basic Medical Sciences [5], Oph halmology [6], Public Heal h [7], Respi a o y The apy [8], Nu sing [9][10] and Labo a o y Medicine [11]. In he Pha macy ela ed subjec s, s udies ha e been conduc ed in Pha macology [6]; The apeu ics [12]; Pha maceu ics [13] and Medicinal Chemis y [14]. In all p e ious s udies, he p oblem is no con ined o one session. No mally, he in o ma ion is p esen ed o he s uden s in ague de ails (ill-s uc u ed p oblem) and hey a e esponsible o gene a ing hypo heses, analyze da a and p opose a u u e inqui y. The PBL sessions can s e ch o ime pe iods equal o g ea e han one week, and pos -session wo k a ies acco ding o he g oup’s in e es s in pu suing addi ional issues. II. CASE BASED LEARNING Case Based Lea ning is an educa ional pa adigm closely ela ed o he PBL educa ional app oach. CBL’s main ai s de i ed om PBL a e ha a “case” is used o s imula e and suppo he acquisi ion o knowledge, skills, and a i udes. The cases, place e en s in a con ex ha p omo es au hen ic lea ning [15]. The undamen al di e ence is ha PBL equi es no p io expe ience o unde s anding in he subjec ma e , whe eas CBL equi es he s uden s o ha e a deg ee o p io knowledge. Cases a e gene ally w i en as p oblems ha p o ide he s uden wi h a backg ound o a pa ien o o he clinical si ua ion. Suppo ing in o ma ion is gi en, such as la es esea ch a icles, i al signs, symp oms, and labo a o y esul s. CBL allows s uden s o de elop a collabo a i e, eam based app oach o hei educa ion [16], and p omo es he consolida ion and in eg a ion o lea ning ac i i ies [15], [17]. O he bene i s may include [15], [18]: • de elopmen o in insic and ex insic mo i a ion; • encou aging o sel -assessmen and c i ical hinking; • allowing scien i ic inqui y and he de elopmen o suppo p o ision o hei conclusions; • in eg a ion o knowledge and p ac ice, • de elopmen o lea ning skills. The case-based o ma equi es s uden s o ecall p e iously co e ed ma e ial o sol e clinical cases, which a e based on clinical p ac ice [19]. As such, CBL is mo e suppo i e o he lea ne han PBL, since s uden s in PBL a e expec ed o loca e hei own esou ces, whe eas CBL gene ally p o ide esou ces in he o m o backg ound in o ma ion o s uden s which helps lowe he bu den. In o ma ion ega ding he implemen a ion o Case Based lea ning in The apeu ics has been a p io i y in ela ed esea ch [1], [20], [21]. III. BLENDED LEARNING The p oli e a ion o esea ch on blended lea ning is e i iable in he numbe o a icles and books published annually. Howe e he de ini ion o a uni ied concep o blended lea ning is no always easy, no only because he e a e mul iple pe spec i es among au ho s, bu also by he linguis ic peculia i ies o each language. The i s e e ences o he e m came om he indus y (wi h an emphasis on li elong lea ning), bu ecen ly, he ocus o blended lea ning has been accen ua ed a highe educa ion le el [22]. In a ime whe e he exis ing li e a u e on blended lea ning es ed mainly on issues o "how o", o ien ed o indus y and se ices, au ho s like Tho ne [23] o Be sin [24] p esen ed us de ini ions o blended lea ning se ings, as classic aining p og ams (ins uc o -led) supplemen ed wi h elec onic componen s (CD-ROM, mul imedia echnologies, oicemail, email, anima ions and s eaming). We mus emind ou sel es ha a his ime, he main audience consis ed o manage s and en ep eneu s in he indus ial and comme cial sec o , whose objec i e would be o c ea e mo e e ec i e, as and cheape aining p og ams, o li elong aining o employees. The e o e, mino conce n was gi en o he de ini ion o e ms, and mo e emphasis was gi en o p ac ical ques ions o "how can his help you business? How o o ganize, implemen and e alua e a aining p og am o his kind? ". The blended lea ning was p aised as an e ec i e esponse, and ce ainly less expensi e, o he p oblems o con inuing educa ion in he p i a e sec o . In a mo e academic pe spec i e, Whi elock & Jel s [25] sugges h ee di e en ypes o b-lea ning: a) “The combina ion o adi ional lea ning wi h web- based online app oaches; b) The combina ion o media and ools employed in an e-lea ning en i onmen ; c) The combina ion o a numbe o pedagogic app oaches, i espec i e o lea ning echnology use.” In his sequence, D iscoll [26] makes a p oposal, wi h he iden i ica ion o ou concep s: a) “Combining o mixing web-based echnology o accomplish an educa ional goal; b) Combining pedagogical app oaches o p oduce an op imal lea ning ou come wi h o wi hou ins uc ional echnology; c) Combining any o m o ins uc ional echnology wi h ace- o- ace ins uc o led aining; d) Combining ins uc ional echnology wi h ac ual educa ional asks.” In a di e en pe spec i e, Lencas e [27] deals wi h b- lea ning, ocusing on he concep s o synch onous and asynch onous. Acco ding o he au ho , synch onous momen s occu simul aneously o all s akeholde s, ha is, all s uden s ha e i ual access o he same in o ma ion (whe he ex ual, isual o audi o y) a he same ime in e al, as i hey we e in a class oom. In con as , asynch onous momen s ( o um, email ...), lea ning happens a di e en imes o each pa icipan , acco ding o he ime and a ailabili y o each s uden . Blended lea ning will he e o consis in an mixed use o bo h app oaches (synch onous and asynch onous) [27]. Ne e heless, he au ho sa egua ds, ha synch onous and asynch onous communica ion should no be dis inguished by embedded echnologies, bu by he goals. Despi e he my iad o de ini ions, usually blended lea ning is associa ed wi h he in eg a ed, e ec i e and sys ema ic combina ion o i ual ac i i ies (usually suppo ed by a LMS), combined wi h ace o ace in e ac ion, in o de o ake ad an age o he bene i s p o ided by synch onous and asynch onous lea ning si ua ions and con ex s[28]–[34]. In his de ini ion, we do no epo he "ac ual ime" o i ual ac i i ies, bu he e ec i e use o pedagogical po en ial inhe en in each o hem, emphasizing he need o co ec ins uc ional design [21], [22], [33] and sa egua ding he po en ial o suppo a collabo a i e lea ning [35]–[37]. IV. CASE BASED LEARNING FOR THERAPEUTICS To design he The apeu ics aining p og am we conside ed educa ional goals, pedagogical models, s uden ’s cha ac e is ics, s a egies and ins uc ional echnologies ha bes i he expec a ions o he eache , he s uden and he educa ional con ex , enabling g ea e e iciency o he p ocess as a whole. As o ins uc ional model op ed o he MIPO model - in eg a ion model by objec i es [38]. The e m "in eg a ion by objec i es" ein o ces he impo ance he in eg a ion o web echnologies in he educa ional con ex , suppo ed by he objec i es o lea ning se o he uni and o he cou se. This app oach has he in en ion o ein o ce he impo ance o lea ning objec i es in he design and implemen a ion o online ac i i ies. Blended lea ning con en s we e made exclusi ely wi h ee open access ools and collabo a ion was mo i a ed by he use o o ums and digi al po olios. A de ailed explana ion o he ins uc ion design, and he s a egies o online collabo a ion and assessmen has been discussed p e iously [16], [21], [39] and an example can be iewed in able 1. TABLE I. EXAMPLE OF A TOPICS, LEARNING OBJECTIVES AND ASSESSMENTS STRATEGIES FOR THE BLENDED LEARNING APPROACH Ch onic enous insu iciency ( T ea men and P e en ion) Objec i es Assessmen s S a egies /Technologies used Recognize he symp oms and signs o pa ien s wi h ch onic enous insu iciency; C osswo d puzzle / Ho Po a oes Iden i y isk ac o s o he de elopmen o ch onic enous insu iciency Quiz/Moodle S uc u e pha macologic op ions a ailable o he ea men o ch onic enous insu iciency acco ding o he se e i y o he disease; MindMap /MindMeis e Assess he he apy ins i u ed o con ol o ch onic enous insu iciency; e-po olio/Wikispaces Recommend nonpha macological measu es o con ol o ch onic enous insu iciency e-po olio/Wikispaces Build a da abase o scien i ic e idence on he e ec i eness o eno opic d ugs Zo e o Bibliog aphic Managemen Es abilish a dialogue wi h he pa ien in o de o ansmi all impo an in o ma ion Video/Audio /Windows Mo ie Make V. METHODS To de e mine he p ojec 's impac on s uden ’s pe o mance, we de eloped a quasi-expe imen al s udy[40]–[42], du ing wo academic yea s. Two di e en g oups o s uden s we e pa o he expe imen . The i s g oup (n=54) was augh ace- o- ace. The second g oup was augh in blended lea ning. Topics, lea ning objec i es and p o esso s we e he same in bo h g oups. Bo h g oups had classes o e a pe iod o 10 weeks. The blended lea ning g oup had 2 ace o ace sessions. Final sco es we e used in o de o make mo e objec i e compa isons. Blended lea ning con en s we e made exclusi ely wi h ee access au ho ing ools like Xe e© (The Xe e P ojec – No ingham Uni e si y), TimeGlide © (Mnemog aph LLC), VUVOX© (VUVOX Ne wo k, inc.), Toondoo© (Jamba , Inc.) e P ezi© (P ezi Inc.). The selec ion o hese ools was based on hei usabili y, he di e si y o media and ac i i ies allowed o inco po a e and he aes he ic aspec o he inal esul . The a icula ion o digi al con en wi h he lea ning objec i es, eaching s a egies and subsequen assessmen echniques, dese ed a p o ound a en ion, so ha as a whole i could p o ide ele an and meaning ul lea ning expe ience The asks associa ed wi h each clinical case we e p epa ed o s uden s o engage wi h all hei knowledge, bu hese should no be su icien o an immedia e esolu ion because, ha way, he e would be no need o in e ac ion be ween colleagues, no commi men o sea ch and disco e new in o ma ion ( see "zone o p oximal de elopmen " [43] VI. DATA ANALYSIS AND RESULTS S uden ´s cha ac e is ics we e assessed p io o he implemen a ion o he cou ses. Bo h g oups had a median age o 19 yea s old, hey had ne e aken an online cou se be o e and none o hem had p io expe ience wi h he opics being co e ed. S uden s we e alloca ed in a ace o ace g oup (n=54) and a blended lea ning g oup (n=56). To e i y ha he quan i a i e a iables had a no mal dis ibu ion, we applied he Kolmogo o -Smi no es (p = 0.578). We con inued s a is ical analysis using Le ene's es o homogenei y o a iance analysis (p = 0.832). Compa ing he alues o he Le ene es wi h One Way ANOVA (Table II), i appea s ha wi h p <0.05 (p = 0.000), he e is a leas one di e ence be ween he g oups. We p oceed wi h he applica ion o he -s uden es o independen samples. TABLE II. RESULTS RELATING TO NORMAL DISTRIBUTION AND HOMOGENEITY OF VARIANCE. ANOVA Final Assessmen (Exam Sco es) Sum o Squa es d Mean Squa e F Sig. Be ween G oups 19,211 1 19,211 24,039 ,000 Wi hin G oups 86,308 108 ,799 To al 105,519 109 CISTI 2016 | 874 Since P = 0.000 (Table III), we can con i m ha he e a e s a is ically signi ican di e ences be ween he Final Exam Sco es om bo h g oups, being ha he b-lea ning g oup achie ed highe sco es. TABLE III. RESULTS FOR T-TEST FOR INDEPENDENT SAMPLES. Independen Samples Tes Le ene's Tes - es o Equali y o Means F Sig. d Sig. (2- ailed) ,045 ,832 -4,903 108 ,000 VI. DISCUSSION AND CONCLUSION The exis ing li e a u e on blended lea ning o he eaching o pha macy p o essionals is no ex ensi e, bu can al eady lead o a compa a i e analysis wi h he s udy de eloped he e. A simila expe imen was p esen ed by C ouch [44] on he lea ning p ocess o ca dio ascula pha maco he apy in a blended lea ning app oach. As in ou case, aining was es ablished o e se e al weeks, and he e alua ion p ocess ca ied ou wi h online quizzes (8) and a w i en e alua ion. Fo y i e sessions we e scheduled. S uden s would ha e o collabo a e in he online sessions and make speci ic p esen a ions in he ace- o- ace sessions. Analyzing he ma ks ob ained by s uden s in APPE examina ions (Ad ance Pha macy P ac ice Expe ience), i appea s ha s uden s who chose he blended lea ning me hodology eached highe alues. S ill ega ding heal h p o essional’s educa ion, bu in Respi a o y Ca e, S ickland [45] p oposed o analyze he pe o mance o s uden s h ough hei inal g ade in class oom aining and b-lea ning. Al hough he pe o mance o s uden s in b-lea ning was highe , i was no s a is ically signi ican . I should be men ioned ha his s udy e e ed only o a g oup o 14 s uden s, and is p obably one o i s bigges limi a ions. S ill wi h s uden s o Pha macy and using a case based lea ning app oach, Lapidus and colleagues [46] sough o es he e ec i eness o blended lea ning app oach (compa ed o ace o ace) in s uden pe o mance in e ms o capaci y o d ug li e a u e e alua ion. Wi h an N o 909, s uden s we e di ided in h ee di e en g oups, ha ing no signi ican di e ences we e ound in e ms o he inal g ade o he cou se. Howe e , we should sa egua d ha in his case he e was no inal examina ion, assessmen consis ed o a se o pape s/p esen a ions, and he e we e se e al eache s in ol ed in he di e en g oups o s uden s, which in i sel can cause a iabili y in he esul s. In a simila con ex , Suda and colleagues [47] aimed o e alua e s uden pha macis expe ience and academic pe o mance in he i s o e ing o a d ug in o ma ion and li e a u e e alua ion cou se u ilizing a blended lea ning app oach. Thei s a egy allowed o an inc ease in ac i e lea ning sessions, highe cou se g ades, and imp o emen in componen s o he cou se e alua ions. Rega ding he e ec i eness o he use o b-lea ning, o he lea ning p ocess o opics ela ed o Pha macy [44]–[48] o o he heal h sciences he conclusions a e consis en [53]–[55]. In he ci ed cases, he aining was s uc u ed acco ding o a p e-de ined pedagogical model, and s uden pe o mance was measu ed acco ding o he ma ks ob ained in inal o quizzes e iews. In all cases he e idence sugges s ha he blended lea ning scheme is e ec i e in eaching u u e heal h p o essionals. Despi e he compelling da a ob ained om he li e a u e, he main objec i e o his pape was no o p o e he supe io i y o blended lea ning in he eaching o he apeu ics. Much mo e impo an , is o demons a e ha hese ini ia i es can be achie ed e ec i ely, ollowing p e-es ablished eaching me hods and abo e all, does no nega i ely a ec s uden pe o mance, as demons a ed. Mo eo e , we should no only ocus on esul s and es s sco es, bu also p o ide new lea ning en i onmen s and s a egies, and o p omo e he de elopmen o new skills o lea n and collabo a e online, which may be ele an in a ne wo ked knowledge socie y and in a con ex o li elong lea ning. These aspec s a e impo an o hei o ma i e cha ac e , and in ou unde s anding, in i sel al eady jus i y his s udy. REFERENCES [1] Â. Jesus, A. C uz, and M. J. 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Educ., ol. 34, no. 4, pp. 243–245, Ap . 2000. [18] H. S. Ba ows, “A axonomy o p oblem-based lea ning me hods,” Med. Educ., ol. 20, no. 6, pp. 481–486, No . 1986. [19] M. T. Ga ey, M. O’Sulli an, and M. Blake, “Mul idisciplina y case-based lea ning o unde g adua e s uden s,” Eu . J. Den . Educ. O . J. Assoc. Den . Educ. Eu ., ol. 4, no. 4, pp. 165–168, No . 2000. [20] Â. Jesus, M. J. Gomes, and A. C uz, “A Case Based Lea ning Model in The apeu ics,” Inno . Pha m., ol. 3, no. 4, p. A icle 91, 2012. [21] Â. Jesus, M. J. Gomes, and A. C uz, “Case Based Lea ning Digi al - P opos a pa a Es u u ação da Fo mação,” p esen ed a he XII Cong esso In e nacional Galego-Po uguês de Psicopedagogia, B aga, 2013, pp. 6433–41. [22] J. MacDonald, Blended lea ning and online u o ing planning lea ne suppo and ac i i y design. Alde sho ; Bu ling on, VT: Gowe , 2008. [23] K. Tho ne, Blended lea ning how o in eg a e online & adi ional lea ning. London; S e ling, VA: Kogan Page, 2003. [24] J. Be sin, The blended lea ning book: bes p ac ices, p o en me hodologies, and lessons lea ned. San F ancisco, CA: P ei e , 2004. [25] D. Whi elock and A. Jel s, “Edi o ial. Special Issue on Blended Lea ning Jou nal o Educa ional Media,” J. Educ. Media, ol. 28, no. 2, pp. 99–100, 2003. [26] M. D iscoll, “Blended Lea ning: Le ’s Ge Beyond he Hype,” 2002. [27] J. A. Lencas e, “Blended Lea ning: A E olução de um Concei o.,” in Blended Lea ning em Con ex o Educa i o, San o Ti so: DE FACTO Edi o es, 2012, pp. 151–172. [28] J. Reay, “Blended lea ning–A usion o he u u e.,” Knowl. Manag. Re ., ol. 4, no. 3, 2001. [29] P. Sands, “Inside ou side, upside downside: S a egies o connec ing online and ace- o- ace ins uc ion in hyb id cou ses.,” Teach. Technol. Today, ol. 8, no. 6, 2002. [30] C.-H. Tu and M. McIsaac, “The Rela ionship o Social P esence and In e ac ion in Online Classes,” Am. J. Dis ance Educ., ol. 16, no. 3, pp. 131–150, 2002. [31] J. R. Young, “‘Hyb id’ Teaching Seeks To End he Di ide be ween T adi ional and Online Ins uc ion.,” Ch on. High. Educ., ol. 48, no. 28, 2002. [32] D. R. Ga ison and H. Kanuka, “Blended lea ning: Unco e ing i s ans o ma i e po en ial in highe educa ion,” In e ne High. Educ., ol. 7, no. 2, pp. 95– 105, nd 2004. [33] C. J. Bonk and C. R. G aham, The Handbook o Blended Lea ning: Global Pe spec i es, Local Designs. Wiley, 2006. [34] K.-L. K ause, “Beyond class oom walls: S uden s´ ou - o -class ac i i ies and implica ions o eaching and lea ning,” Nagoya J. High. Educ., ol. 7, pp. 301–318, 2007. [35] J. B indley, L. M. Blaschke, and C. Wal i, “C ea ing E ec i e Collabo a i e Lea ning G oups in an Online En i onmen ,” In . Re . Res. Open Dis ance Lea n., ol. 10, no. 3, May 2009. [36] G. Conole, “Facili a ing new o ms o discou se o lea ning and eaching: ha nessing he powe o Web 2.0 p ac ices,” Open Lea n. J. Open Dis ance Lea n., ol. 25, no. 2, pp. 141–151, Jun. 2010. [37] E. Vázquez, J. Fombona, and A. Fe nández, “Vi ual a endance: Analysis o an audio isual o e IP sys em o dis ance lea ning in he Spanish Open Uni e si y (UNED),” In . Re . Res. Open Dis ance Lea n., ol. 14, no. 3, pp. 402–426, Jun. 2013. [38] P. Pe es and P. Pimen a, “MIPO Model: A F amewo k o Help he In eg a ion o Web Technologies a he Highe Educa ion,” in Adul Lea ning in he Digi al Age, T. T. Kidd and J. Keengwe, Eds. IGI Global, 2009. [39] Â. Jesus, M. J. Gomes, and A. C uz, “Case Based Lea ning Digi al: es a égias de a aliação e colabo ação online,” Indaga io Didac ., ol. 5, no. 3, pp. 126–141, May 2013. [40] D. T. Campbell and J. S anley, Expe imen al and Quasi- Expe imen al Designs o Resea ch, 1s ed. Cengage Lea ning, 1963. [41] M. Eccles, J. G imshaw, M. Campbell, and C. Ramsay, “Resea ch designs o s udies e alua ing he e ec i eness o change and imp o emen s a egies,” Qual. Sa . Heal h Ca e, ol. 12, no. 1, pp. 47–52, Feb. 2003. CISTI 2016 | 875 Since P = 0.000 (Table III), we can con i m ha he e a e s a is ically signi ican di e ences be ween he Final Exam Sco es om bo h g oups, being ha he b-lea ning g oup achie ed highe sco es. TABLE III. RESULTS FOR T-TEST FOR INDEPENDENT SAMPLES. Independen Samples Tes Le ene's Tes - es o Equali y o Means F Sig. d Sig. (2- ailed) ,045 ,832 -4,903 108 ,000 VI. DISCUSSION AND CONCLUSION The exis ing li e a u e on blended lea ning o he eaching o pha macy p o essionals is no ex ensi e, bu can al eady lead o a compa a i e analysis wi h he s udy de eloped he e. A simila expe imen was p esen ed by C ouch [44] on he lea ning p ocess o ca dio ascula pha maco he apy in a blended lea ning app oach. As in ou case, aining was es ablished o e se e al weeks, and he e alua ion p ocess ca ied ou wi h online quizzes (8) and a w i en e alua ion. Fo y i e sessions we e scheduled. S uden s would ha e o collabo a e in he online sessions and make speci ic p esen a ions in he ace- o- ace sessions. Analyzing he ma ks ob ained by s uden s in APPE examina ions (Ad ance Pha macy P ac ice Expe ience), i appea s ha s uden s who chose he blended lea ning me hodology eached highe alues. S ill ega ding heal h p o essional’s educa ion, bu in Respi a o y Ca e, S ickland [45] p oposed o analyze he pe o mance o s uden s h ough hei inal g ade in class oom aining and b-lea ning. Al hough he pe o mance o s uden s in b-lea ning was highe , i was no s a is ically signi ican . I should be men ioned ha his s udy e e ed only o a g oup o 14 s uden s, and is p obably one o i s bigges limi a ions. S ill wi h s uden s o Pha macy and using a case based lea ning app oach, Lapidus and colleagues [46] sough o es he e ec i eness o blended lea ning app oach (compa ed o ace o ace) in s uden pe o mance in e ms o capaci y o d ug li e a u e e alua ion. Wi h an N o 909, s uden s we e di ided in h ee di e en g oups, ha ing no signi ican di e ences we e ound in e ms o he inal g ade o he cou se. Howe e , we should sa egua d ha in his case he e was no inal examina ion, assessmen consis ed o a se o pape s/p esen a ions, and he e we e se e al eache s in ol ed in he di e en g oups o s uden s, which in i sel can cause a iabili y in he esul s. In a simila con ex , Suda and colleagues [47] aimed o e alua e s uden pha macis expe ience and academic pe o mance in he i s o e ing o a d ug in o ma ion and li e a u e e alua ion cou se u ilizing a blended lea ning app oach. Thei s a egy allowed o an inc ease in ac i e lea ning sessions, highe cou se g ades, and imp o emen in componen s o he cou se e alua ions. Rega ding he e ec i eness o he use o b-lea ning, o he lea ning p ocess o opics ela ed o Pha macy [44]–[48] o o he heal h sciences he conclusions a e consis en [53]–[55]. In he ci ed cases, he aining was s uc u ed acco ding o a p e-de ined pedagogical model, and s uden pe o mance was measu ed acco ding o he ma ks ob ained in inal o quizzes e iews. In all cases he e idence sugges s ha he blended lea ning scheme is e ec i e in eaching u u e heal h p o essionals. Despi e he compelling da a ob ained om he li e a u e, he main objec i e o his pape was no o p o e he supe io i y o blended lea ning in he eaching o he apeu ics. Much mo e impo an , is o demons a e ha hese ini ia i es can be achie ed e ec i ely, ollowing p e-es ablished eaching me hods and abo e all, does no nega i ely a ec s uden pe o mance, as demons a ed. Mo eo e , we should no only ocus on esul s and es s sco es, bu also p o ide new lea ning en i onmen s and s a egies, and o p omo e he de elopmen o new skills o lea n and collabo a e online, which may be ele an in a ne wo ked knowledge socie y and in a con ex o li elong lea ning. 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Modalidades de In e ação em Jogos Sé ios na Reabili ação Cogni i a: Implemen ação e Es udo de Usabilidade New Fo ms o In e ac ion in Se ious Games o Cogni i e Rehabili a ion: Implemen a ion and Usabili y S udy Rui Rocha1 e Luís Paulo Reis1,2 1DSI - Depa amen o de Sis emas de In o mação, EEUM - Escola de Engenha ia e Cen o ALGORITMI, Uni e sidade do Minho, Guima ães, Po ugal 2LIACC - Labo a ó io de In eligência A i icial e Ciência de Compu ado es, Po o, Po ugal gd ui_ a e@ho mail.com, lp [email protected] Paula Alexand a Rego e Ped o Miguel Mo ei a ESTG - Escola Supe io de Tecnologia e Ges ão, IPVC - Ins i u o Poli écnico de Viana do Cas elo, Viana do Cas elo, Po ugal LIACC - Labo a ó io de In eligência A i icial e Ciência de Compu ado es, Po o, Po ugal {paula ego,pmo ei a}@es g.ip c.p B ígida Mónica Fa ia ESTSP/IPP - Escola Supe io de Tecnologia da Saúde do Po o, Ins i u o Poli écnico do Po o, Gaia, Po ugal LIACC - Labo a ó io de In eligência A i icial e Ciência de Compu ado es, Po o, Po ugal INESC-TEC - Ins i u o de Engenha ia de Sis emas e Compu ado es, Tecnologia e Ciência, Po o, Po ugal b @es sp.ipp.p Resumo — Os Jogos Sé ios cons i uem uma e amen a ele an e na á ea da eabili ação, con ibuindo pa a o aumen o da mo i ação dos pacien es na ealização das a e as que compõem o seu p og ama de ecupe ação. Na sequência do es udo de um conjun o de ca a e ís icas que pe mi a ino a e melho a os p ocessos de e apia cogni i a, o nando-os mais mo i ado es pa a os pacien es, desen ol eu-se uma pla a o ma web compos a po um conjun o de jogos que p ocu am in eg a as ca ac e ís icas pensadas. Nes e a igo ap esen am-se os jogos sé ios a ualmen e implemen ados como pa e da pla a o ma, bem como os esul ados dos es es ealizados de o ma a a alia a sua usabilidade e a a i idade. De o ma ge al, os pa icipan es epo a am uma expe iência de jogo posi i a em elação a odos os jogos, egis ando alo es mais al os nas e en es mul iplaye e de compe ição. Espe a-se u u amen e ala ga os es es ealizados a uma população com á ios ipos de limi ações. Pala as Cha e - jogos sé ios; eabili ação; eabili ação cogni i a; NUI; jogos. Abs ac — Se ious Games a e an impo an ool in heal h ehabili a ion, con ibu ing o inc ease he mo i a ion o pa ien s in he comple ion o asks included in hei eco e y p og ams. Following he s udy o he se o ea u es which can be used o imp o e cogni i e he apy p ocesses, making hem mo e mo i a ing o he pa ien s, we de elop a web pla o m composed o a se o games ha seek o in eg a e he p oposed ea u es. In his pape we p esen he se ious games cu en ly deployed in he pla o m and he esul s o use es s pe o med in o de o e alua e i s usabili y and a ac i eness. O e all, subjec s epo ed a posi i e gaming expe ience o all he games, egis e ing he highes alues in he mul iplaye and compe i ion aspec s. We in end in he u u e o es he games on a popula ion wi h a ious kinds o limi a ions. Keywo ds – se ious games; ehabili a ion; cogni i e ehabili a ion; NUI; games. I. INTRODUÇÃO A eabili ação é u ilizada em odo o mundo pa a de ol e a independência àqueles que a pe de am, po ci cuns âncias da ida. Os p ocessos de eabili ação seguem, po no ma, p og amas de eino in ensi o, compos os po a e as epe i i as e que se o nam monó onas pa a os pacien es [1]. To na-se des e modo impo an e o es udo e a c iação de al e na i as aos p og amas de eabili ação con encionais, no in ui o de melho apoia os pacien es no seu caminho de ecupe ação. A in odução de jogos sé ios nes es p ocessos pode aumen a o in e esse dos pacien es na ealização dos exe cícios incluídos nos seus p og amas de eabili ação, con ibuindo pa a o aumen o da sua mo i ação. A eabili ação cogni i a, em pa icula , cons i ui uma á ea de aplicação onde os jogos sé ios podem assumi um papel undamen al. Es a o ma de e apia é aplicada a pessoas com algum dé ice cogni i o, como pe da de memó ia, ou p oblemas de a enção. Assim, nas e apias de eabili ação cogni i a, os jogos de em se c iados endo em con a ca ac e ís icas que pe mi am não só es imula e eina as unções cogni i as, como ambém es imula e a ai a a enção dos pacien es. Em es udos p é ios [2-5] e e uou-se uma e isão da li e a u a sob e o uso de Jogos