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.
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[17] H. G. Schmid , “Assump ions unde lying sel -di ec ed
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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. 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.
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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