Learning Predictors in a Distance Program: A Study with Public Healthcare Providers

Sousa, Alline Alves de; Zerbini, Thaís

doi:10.9788/TP2019.1-02

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Article • Trends Psychol. 27 (1) • Mar 2019 • https://doi.org/10.9788/TP2019.1-02 copy

Learning Predictors in a Distance Program: A Study with Public Healthcare Providers

Preditores da Aprendizagem em um Curso a Distância: Um Estudo com Profissionais da Saúde Pública

Predictores del Aprendizaje en un Curso a Distancia: Un Estudio con Profesionales de la Salud Pública

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Distance programs are frequently used by public healthcare providers at the Unified Healthcare System (SUS) in Brazil. This research consisted of evaluating learning predictors in a distance specialization program offered by a university to public healthcare providers. The main objective of this study was to analyze the influence of variables related to the characteristics of clients (personal data, professional data, well-being at work) and their reaction to the course (instructional procedures and tutor performance) over the learning process. Data collection was conducted through the Internet, with the participation of 125 students. The averages for the items of the Well-being Scale, Reaction to Tutor Performance Scale and Reaction to the Instructional Procedures Scale remained near the midpoint of the Scale. Concerning the learning results, students obtained high averages (grades) in the evaluative activities of the program. Well-being and reaction questionnaires were valid based on the analyzes performed. Multiple regression analyzes showed that participant reaction to instructional procedures and their practice area significantly predicted the learning process of the sample. This work added new knowledge to the distance training evaluation area in public healthcare.

Keywords:
Distance learning; learning; Public Healthcare providers

Variable	Learning	Positive Affection	Negative Affection	Fulfillment Expressivity	Reaction to Tutor Performance	Reaction to Institutional Procedures
Positive Affection	0.09
Negative Affection	0.04	-0.62^ p < .01.
Fulfillment Expressivity	0.07	0.63^ p < .01.	-0.39^ p < .01.
Reaction to Tutor Performance	0.13	0.23^* * p < .05 and	-0.29^ p < .01.	0.22^* * p < .05 and
Reaction to Institutional Procedures	0.25^ p < .01.	0.13	-0.12	0.17	0.67^ p < .01.
B		0.70	0.20	-0.12	-0.72	3.01
ß		0.10	-0.03	-0.01	-0.08	0.29
Sr²		0.47	0.82	0.92	0.53	0.02
X	86.4	2.98	2.46	3.57	4.03	3.89
SD	6.16	0.90	0.87	0.67	0.71	0.61

Variable	Learning	Age	Time of Service	Profession	Salary range	Undergraduate program	Other graduation program	Perf./ intends to perf. in healthcare	Employment relation
Age	0.05
Time of service	0.02	0.58^ p < .01.
Profession	-0.23^* * p < .05 and	-0.09	0.06
Salary range	0.11	0.04	0.23^* * p < .05 and	-0.07
Undergraduate program	-0.09	-0.02	0.08	0.57^ p < .01.	-0.16
Other graduation	-0.03	-0.04	-0.02	0.36	-0.12	0.06
Perf./intends to perf. in healthcare	0.03	-0.05	-0.04	0.03	0.04	0.05	-0.08
Employment relation	0.02	-0.12	-0.15	0.08	-0.03	0.02	0.03	0.27^ p < .01.
B		0.15	-0.11	-0.79	0.79	0.14	0.08	0.64	0.40
ß		0.02	-0.01	-0.26	0.10	0.05	0.02	0.03	0.02
Sr²		0.86	0.87	0.02	0.28	0.64	0.85	0.72	0.85
X	86.4	1.87	1.79	2.33	1.73	2.63	1.72	1.14	1.10
SD	6.16	0.82	1.04	2.03	0.84	2.42	1.40	0.35	0.31

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