Abstract Introduction Cleft lip and cleft palate can result in impairments in communication, specifically in hearing, making the use of technological resources such as blogs a fundamental guideline for health professionals. Objective The aim of this study was to prepare and analyze the access to a blog about cleft lip and cleft palate and hearing as a pedagogical tool for health professionals. Methods The first stage for the development of the blogwas the selection of the content that would be addressed and the respective illustrations. The second stage was making the blog available through theWordPress platform, and the third stage included the evaluation of the blog, of the access to theWordPress statistical features, and of the quality of the blog through the Emory questionnaire, which was answered by 75 professionals. Results The blog, titled “Fissure and Hearing”, was developed with the architecture of a digital information environment containing a system of organization, navigation, labeling and search (first stage). The address hosting the blog was: http://fissuraeaudicao. wordpress.com (second stage). The result of the third stage included 56,269 views of the blog from different countries, and Brazil was the country with the highest viewing. Regarding the assessment by the Emory questionnaire, we found that for most of the major issues, the percentages obtained were or equal to 90%, while the analysis of the scales, navigation and structure presented the lowest scores. Conclusion The blog was developed and enabled greater access to information available on the web about cleft lip and cleft palate and hearing.

With the high occurrence of genetic anomalies in Brazil and the manifestations of communication disorders associated with these conditions, the development of educative actions that comprise these illnesses can bring unique benefits in the identification and appropriate treatment of these clinical pictures. Objective The aim of this study was to develop and analyze an educational program in genetic syndromes for elementary students applied in two Brazilian states, using an Interactive Tele-education model. Material and Methods The study was carried out in 4 schools: two in the state of São Paulo, Southeast Region, Brazil, and two in the state of Amazonas, North Region, Brazil. Forty-five students, both genders, aged between 13 and 14 years, of the 9th grade of the basic education of both public and private system, were divided into two groups: 21 of São Paulo Group (SPG) and 24 of Amazonas Group (AMG). The educational program lasted about 3 months and was divided into two stages including both classroom and distance activities on genetic syndromes. The classroom activity was carried out separately in each school, with expository lessons, graphs and audiovisual contents. In the activity at a distance the educational content was presented to students by means of the Interactive Tele-education model. In this stage, the students had access a Cybertutor, using the Young Doctor Project methodology. In order to measure the effectiveness of the educational program, the Problem Situation Questionnaire (PSQ) and the Web Site Motivational Analysis Checklist adapted (FPM) were used. Results The program developed was effective for knowledge acquisition in 80% of the groups. FPM showed a high satisfaction index from the participants in relation to the Interactive Tele-education, evaluating the program as "awesome course". No statistically significant differences between the groups regarding type of school or state were observed. Conclusion Thus, the Tele-Education Program can be used as a tool for educational purposes in genetic syndromes of other populations, in several regions of Brazil.

OBJETIVO: Verificar o desempenho escolar de alunos com fissura labiopalatina sem anomalias associadas e correlacionar os possíveis fatores interferentes, segundo a opinião dos professores de 1ª a 8ª séries do Ensino Fundamental. MÉTODOS: A metodologia deste estudo compreendeu duas etapas. Na primeira etapa foi realizada uma análise retrospectiva de 61 prontuários de pacientes com fissura labiopalatina sem anomalias associadas, regularmente matriculados em classes de 1ª a 8ª séries do Ensino Fundamental. Esta etapa foi realizada a fim de caracterizar o perfil dos mesmos, quanto ao gênero, nível socioeconômico, tipo de fissura, timpanometria e inteligibilidade de fala. A segunda etapa incluiu a aplicação de um questionário com o intuito de verificar a percepção dos professores sobre o desempenho escolar destes alunos. Os resultados foram analisados estatisticamente. RESULTADOS: A análise dos questionários mostrou que somente 20,7% dos professores consideraram que seus alunos com fissura labiopalatina têm desempenho escolar abaixo da média da classe. Não foi encontrada diferença significativa na associação entre o desempenho escolar e os possíveis fatores interferentes, a saber, gênero, nível socioeconômico, tipo de fissura, timpanometria e inteligibilidade de fala. CONCLUSÃO: O desempenho escolar da maioria dos alunos com fissura labiopalatina sem anomalias associadas foi percebido pelos respectivos professores como satisfatório, ou seja, dentro da média, considerando os demais alunos de sua sala de aula.

PURPOSE: To assess the school performance of students from 1st to 8th grade of Elementary School with cleft lip and palate without associated anomalies, and to correlate possible interfering factors, according to the opinion of their teachers. METHODS: The methodology of this study was divided into two stages. The first stage was a retrospective analysis of 61 medical records of patients with cleft lip and palate without associated anomalies, regularly enrolled in Elementary School (1st to 8th grades). The first stage had the aim to characterize the profile of the participants regarding gender, socioeconomic status, type of cleft, tympanometry, and speech intelligibility. The second stage involved the application of a questionnaire to be answered by the teachers of these subjects, in order to verify their perceptions regarding the school performance of these students. Results were statistically analyzed. RESULTS: The analysis of questionnaires showed that only 20.7% of the teachers believed that their students with cleft lip and palate have school performance below the average of the class. There was no significant difference in the association between school performance and the possible intervening factors, such as gender, socioeconomic status, type of cleft, tympanometry, and speech intelligibility. CONCLUSION: The school performance of most students with cleft lip and palate without associated anomalies was considered satisfactory by their teachers, that is, within the average, considering the performance of other students in their classes.