Abdalla IG, Stella RCS, Perim GL, Aguilar-da-Silva RH, Lampert JB, Costa NMSC (2009) 1
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To present and analyze the pedagogical axis of undergraduate course in medicine |
Teaching institutions: Experiences of educational institutions and coordination between education and service |
Arruda MP, Araújo MP, Locks GA, Pagliosa FL (2008) 3
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To describe experience of PEH in the medicine course and the teaching staff of the Universidade do Planalto Catarinense
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Concepts: PEH as a professional and personal development practice; teamwork Educational institutions: Experiences of educational institutions educator facilitates learning |
Barreto ICHC, Andrade LOM, Loiola F, Paula JB, Miranda AS, Goya N (2006) 4
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To describe implementation of PEH in teaching-health institutions |
Concepts: PEH as discussion and transforming practice starting from the team and the reality of work; |
Bogus CM, Martins CM, Dimitrov P, Fortes PAC, Capucci PF, Nemes Filho A et al (2003)7 |
To describe the permanent education process of health counselors |
Political policies: formulation and implementation |
Camps E, Calliat MC, Spalvieri M, Dante V (2003) 9
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To develop a program of human resources training that has continuity of in the field of biochemistry |
Educational institutions: experiences with active methodologies, improved quality and professional attention |
Carotta F, Kawamura D, Salazar J (2009) 10
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Description and analysis of facilitators of permanent education and the establishment of a center for permanent education in health |
Strategies, strengths and difficulties: hub of permanent education in health, facilitators, team supervision, critical reflection of the work process, rounds of conversation, collective solutions |
Ciconet RM, Marques GQ, Lima MADS (2008) 13
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To report the experience of permanent education with workers in a pre-hospital emergency care service |
Concepts: PEH as discussion practice, which articulates experienced situations and everyday experiences Strategies, strengths and difficulties: Routine and service demand as an obstacle, review of clinical protocols, management support service |
Costa CCC, Bezerra Filho JG, Machado MMT, Machado MFAS, Jorge AC, Furtado AAA et al (2008) 14
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To analyze the technical staff of the nursing course from the view of supervisors |
Concepts: PEH as a linkage between theory and practice and reflective discussion Strategies, strengths and difficulties: strengthening partnerships between different spheres Public Policy: the need for investment to improve training Educational institutions: active teaching and learning techniques |
Costa e Silva V, Rivera FJU, Hortale VE (2007) 15
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To describe experience of integration between health services and analyze their contribution to the development of integrated care practices |
Concepts: PEH as a continuous reflective practice guided by reality of the service and comprehensive care |
De Marco MA (2006) 16
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To demonstrate the implementation of biopsychosocial care model in the training of graduate students |
Educational institutions: experience in which the student is the target of actions and also transforming agent |
Demers AL, Marary E, Ebin VJ (2011) 19
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To describe the development of collaboration to provide continuing education opportunities |
Educational institutions: technological advances as a way of innovating teaching, questioning as a teaching strategy |
Dreisinger M, Leet TL, Baker EA, Gillespie KN, Haas B, Brownson RC (2008) 20
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Using evidence-based public health to analyze professional practices |
Public policy: formulation and implementation of policies to improve clinical reasoning and quality of care |
Feliciano KVO, Kovacs MH, Costa IER, Oliveira MG, Araújo AMS (2008) 21
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To conduct ongoing evaluation of permanent education in the context of children’s health care |
Strategies, strengths and difficulties: collective reflections on practice, interdependence of professional autonomy, insufficient number of professionals hinders in-depth work Public policies: strategies in line with Ministry of Health priorities |
Fortuna CM, Franceschini, TRC, Mishima SM, Matumoto S, Pereira MJB (2011) 22
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To chart the movements and triggered effects on the DRS-III region of the course for permanent education facilitators |
Concepts: PEH as a network of rounds of conversation, taking democratic positions Strategies, strengths and difficulties: constructing shared responsibility, including facilitators, encourages autonomy |
Horta NC, Sena RR, Silva MEO, Oliveira SR, Rezende VA (2009) 27
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To identify actions to promote health prevalent among members of the FHS, identify the existence of inter-sectorial actions |
Concepts: Related to continuing education through courses and transfer of records Strategies, strengths and difficulties: trainings occur sporadically, work overload, importance of reflecting on the everyday |
Jones M, Tyrer A, Kalekzi T, Lancashire S (2008) 28
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To examine the impact of mental health care teams’ of knowledge of practice and well-being on evidence-based practices |
Strategies, strengths and difficulties: teamwork, involvement and therapeutic collaboration |
Kleba ME, Comerlatto D, Colliselli L (2007) 29
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To report the experience of a training course involving managers, bringing to debate the challenges inherent in social participation |
Concepts: active and investigative methodology, through grasping reality Educational institutions: the experience of educational institution in applying PEH concepts and contributing to work empowerment |
Lazarine CA, Francischetti I (2010) 30
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To describe the perception of teachers Professional Practice Unit and tutors regarding the permanent education program |
Concepts: questioning and transforming continuous practice, exchanging experiences Educational institutions: including facilitators in the teachers’ PEH process |
Lima SG, Macedo LA, Vidal ML, Sá MPBO (2009) 31
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To assess the impact of a permanent education and training program on SBV and SAV and nursing professionals’ knowledge |
Strategies, strengths and difficulties: professionals report the importance implementing PEH, but there is no incentive, excess demand and workload |
Maciel ELN, Figueiredo PF, Prado TN, Galavote HS, Ramos MC, Araújo MD et al (2010) 34
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To evaluate the contribution of the post-graduate family health course and changes to practice resulting from it |
Concepts: personal. Continuous social and professional improvement Educational institutions: conceptual training experience for changing clinical practices that are produced in complex and changing work environments |
Marães VRFS, Martins EF, Junior GC, Acezedo AC, Pinho DLM (2010) 35
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To submit a proposal for an innovative educational project for an undergraduate course |
Educational institutions: experience of implementing course focused on humanist, critical and reflective practice, and meaningful learning and team work |
Marques ES, Cotta MM, Franceschini SCC, Botelho MIV, Araújo RMA, Junqueira TS (2009) 36
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To identify the significance of breastfeeding for professional working in the Family Health Care Program |
Strategies, strengths and difficulties: lack of investment in training and ongoing raising awareness Educational institutions: the need to train professionals to meet social demands |
Matos E, Pires DEP (2009) 38
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To know care practices which enhance health care form the perspective of comprehensiveness and inter-disciplinary actions |
Concepts: practice strengthens interdisciplinarity, problem-solving, based on the reality experienced Strategies, strengths and difficulties: team meetings, multidisciplinary visits to beds, case studies, conferences with families, meeting in the waiting room, making joint decisions |
Matumoto S, Fortuna CM, Kawata LS, Mishima SM, Pereira MJB (2011) 39
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Presenting the motion to reframe the meanings of clinical practice, from a wider clinical perspective and permanent education |
Concepts: analysis and reflection on everyday work Strategies, strengths and difficulties: lack of technical support, need for clinical care, questioning, personal disputes between workers, users and managers |
Medeiros AC, Pereira QLC, Siqueira HCH, Cecagno D, Moraes CM (2010) 40
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To know PEH based management strategies constructed by nurses |
Concepts: transforming care practices through sharing everyday experiences Strategies, strengths and difficulties: spaces for exchange of knowledge, autonomy, team building, management strategies |
Montanha D, Peduzzi M (2010) 44
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To analyze the needs assessment for the implementation of educational activities for nursing staff and expected results |
Concepts: problem-solving and transformative practice based on the reality of work; directly and indirectly related to continued education Strategies, strengths and difficulties: collective and autonomous decisions, critical thinking, educational activities focused on solutions for specific problems |
Monteiro MI, Chilida MSP, Bargas EB (2004) 45
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To contextualize and analyze continuing education activities developed with cleaning industry workers at a university hospital |
Strategies, strengths and difficulties: difficulty in coordinating PEH because of ideology of the work process, low levels of schooling as a factor which makes learning more difficult |
Murofuse NT, Rizzotto MLF, Muzzolon ABF, Nicola AL (2009) 46
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To identify training activities attended by health care professionals |
Concepts: Discussion strategies, democratization of workspaces Strategies, strengths and difficulties: activities focused on personal relationships, service quality, motivation and humanization. Provide courses in order to improve working conditions |
Nicoletto SCS, Mendonça FF, Bueno VLRdC, Brevilheri ECL, Almeida DCS, Rezende LR, Carvalho GS, González AD (2009) 47
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To analyze the process of implementing PEH policies in Paraná |
Concepts: Collective construction based on local demands related to changing practice, discussion and also associated with continued education Strategies, strengths and difficulties: discussions in PEH hubs, team work |
Nunes MF, Leles CR, Pereira MF, Alves, RT (2008) 48
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To monitor dentists’ training as PEH facilitators in permanent education hubs |
Strategies, strengths and difficulties: teaching-service, appearance and skills acquisition, active transformation, discussion |
Olson D, Hoeppner M, Larson S, Ehrenberg A, Leitheiser AT (2008) 49
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To describe a model of lifelong learning for public health education |
Concepts: perception of lifelong education, continuous improvement |
Paschoal AS, Mantovani MF, Méier MJ (2007) 50
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To discuss permanent, continuous and in-service education, together with nurses in a teaching hospital |
Concepts: lifelong education encompasses continuing education and in-service education |
Peduzzi M, Del Guerra DA, Braga CP, Lucena FS, Silva JAM (2009) 51
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To study educational activities for workers in the primary care network from a micro-social perspective, aiming to analyze the practice of health care workers’ educational activities according to PEH and continued educations |
Concepts: PEH and continuing education as complementary concepts Strategies, strengths and difficulties: staff meetings, participatory teaching strategies, comprehensiveness in care, questioning Public policy: the need to expand the debate on PEH |
Pessanha RV, Cunha, FTS (2009) 52
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To analyze the working process of nursing, medicine and dentistry professionals of multidisciplinary teams in a Family Health Care module |
Concepts: PEH directly related to Continuing Education Strategies, strengths and difficulties: shared responsibility, on the job learning, teamwork, autonomy |
Ricaldoni CAC, Sena RR (2006) 53
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To analyze the effects of permanent education actions on the quality of nursing care |
Concepts: problem posing pedagogy as transforming reality Strategies, strengths and difficulties: stimulating reflection, however there disarticulation in understanding why, which undermines the quality of care |
Robinson S, Murrells T, Smith EM (2005) 54
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To describe and analyze professionals with higher education based on mental health qualifications |
Educational institutions: Career experiences reported as related to internship and supervision quality |
Rodrigues ACS, Vieira GLC, Torres HC (2010) 55
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To report the experience of PEH processes through educational workshop for diabetes |
Strategies, strengths and difficulties: educational workshops, case studies, educational games, contextualizing about the unpreparedness of the team, comprehensiveness. High demand drives the prescribing practices |
Rodrigues RRJ (2001) 56
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To create a space for employees to discuss topics which could contribute to their inter-personal development |
Concepts: continuous personal and professional improvement in order to enhance interpersonal development Strategies, strengths and difficulties: establishing a relationship, self-awareness, interpersonal relationships |
Rossetto M, Silva, LAA (2010) 58
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To know PEH actions with community health workers |
Strategies, strengths and difficulties: courses held according to internal demands, currently discontinuous, unsystematic and technologic Public Policy: the need to formulate and implement policies to expand the PEH debate |
Smeke ELM, Oliveira NLS (2009) 63
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To evaluate education practices in health developed in SUS centers, while implementing the Family Health Care Program |
Concepts: Construction of shared concepts, ethical-political reflection of the meanings Strategies, strengths and difficulties: co-managing responsibility, reframing the actions, demand pressure hinders establishing educational groups |
Sousa MF, Merchán-Hamann E (2009) 64
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To analyze the implementing of the family health care program through the political, technical-financial and symbolic dimensions |
Strategies, strengths and difficulties: permanent education centers, offering refresher courses, expansion of inter sectorial partnerships Public Policy: broadening the debate on PEH hubs to return to coordinating it |
Souza RCR, Soares E, Souza IA, Oliveira JC, Salles RS, Cordeiro CEM (2010) 65
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To investigate users’ requests to the ombudsman regarding nursing care and discuss their contribution to permanent education |
Strategies, strengths and difficulties: the importance of ombudsman for professional improvement, evaluation process, questioning, knowledge based on everyday occurrences in that place |
Sudan LCP, Corrêa AC (2008) 67
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To understand meanings attributed by nursing course alumni, experiences of educational activities together with health care workers in health care services and supervise placements |
Educational institutions: educational activities coordinated with the health service |
Tanji S, Silva CMSLMD (2010) 68
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To identify conflicts in day-to-day work during a specialization course |
Concepts: Integration between teaching-work, synchronizing professionals, students and faculty, and discussion related to continuing education Strategies, strengths and difficulties: active methodologies, practices in line with the individual and collective levels Educational institutions: Include teaching job-citizenship from the perspective of discussion |
Tavares CMM (2006) 69
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To analyze a mental health nursing teams’ need for permanent education |
Concepts: PEH related to Continued Education Strategies, strengths and difficulties: network does not discuss PEH, individuals who drive choices and training |
Tronchin DMR, Mira VL, Peduzzi M, Ciampone MHT, Melleiro MM, Silva JAM, et al (2009) 70
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To identify, characterize and analyze educational practices developed with health care professionals in hospitals |
Strategies, strengths and difficulties: little debate on comprehensive care, traditional teaching strategies activities originating from internal demands, discussion |
Ximenes Neto FRG, Sampaio JJC (2007) 72
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To create a sociodemographic and educational profile of PEH area managers, to identify types of qualification and permanent education |
Concepts: Reframing labor proceedings in the territory and in service Strategies, strengths and difficulties: teaching-service, little investment in professional development |
Yaping D, Stanton P (2002) 73
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To improve and describe the health management training program in China |
Educational institutions: teaching-service with integrated approach, need for improved student participation |