TL;DR
The main obstacle was the lack of time due to healthcare overload, and a "prevented protagonism" was shown by the gap between the desire to participate in EPS planning and being heard by management.
The findings suggest that targeted, interprofessional education may support the development of role identity and legitimacy for ACP among allied health professionals and generalist nurses.
ABSTRACT Introduction: Continuing education (CE) is essential for professional improvement and for improving the quality of health services, which in this study refers to local professional training actions developed in Primary Health Care (PHC). Objective: To analyze the perception of physicians, nurses, and dentists regarding CE in PHC, identifying differences among professional categories and aspects related to the availability and quality of training activities. Methods: Cross-sectional, census-based, and analytical study. A previously validated questionnaire was used, adapted for online (Google Forms) and in-person (printed) application, administered to nurses, physicians, and dentists working in the public health service of Caucaia (CE), a municipality with a PHC structure representative of the national context. The dependent variable was the professional category, while the independent variables included sociodemographic factors (sex, age), academic training (type, time since graduation, and nature of the institution), postgraduate education (presence, type, and area), professional training (participation, type, and perceived contribution), and perception of municipal health education policies. Results: A total of 180 valid responses were obtained (response rate of 83.7%). Statistical analysis (Chi-square / Fisher’s exact test) showed significant associations between professional category and frequency of participation in training activities, with higher rates among nurses (69.7%), physicians (48.1%), and dentists (56.4%) (p=0.0340). Positive perceptions regarding the contribution of training also varied among categories (nurses = 47.2%; physicians = 25.0%; dentists = 66.7%; p < 0.0001), as did the evaluation of municipal CE actions (nurses = 41.6%; physicians = 17.3%; dentists = 69.2%; p < 0.0001). Conclusion: Nurses were the most frequent participants in training activities, while dentists evaluated them most positively. The findings reinforce the relevance of CE and of permanent educational strategies for improving the quality of primary care, providing insights for managers to adapt educational actions to the specific needs of each professional category.
Background: In the most desperate and urgent situations, the public relies on the skills and expertise of paramedicine professionals. Due to the high-stress nature of responding to medical emergencies, paramedicine has a psychological cost, particularly when educational programs have a short duration and leave candidates feeling inadequately trained (Hazzard, 2016). Purpose: We determined that further research was required to focus on the educational pipeline and to ensure that paramedicine candidates are prepared for the contextual challenges of the workplace. We highlight gaps in the education process followed in preparing paramedics for service. The overall objective of this research was to develop an understanding of how candidates learn to become paramedics, draw meaning from the work, and sustain performance in an occupation characterized by high stress and/or risk. Methods: We conducted semi-structured paramedic interviews (n=18) with to develop an appreciation of the key aspects of learning. Braun and Clarke’s (2006; 2009) thematic analysis provided the framework to deconstruct the interview transcripts, code and develop themes, and put forth thick and rich descriptions of the learning situations described, to better understand how professional practice was developed. Our study is informed by theories of workplace learning, an umbrella term that involves understanding how people learn to solve workplace problems. Results: We found three types of learning that paramedicine candidates apply both before and during the performance of their duties. We found that paramedics learned through a variety of situations with varying levels of outside direction, self-initiation, and reflection. We end by offering recommendations for improvements to scholars, professional paramedicine programs, and practitioners. Conclusion: While current paramedicine training programs are effective at teaching the necessary medical skills to paramedic candidates, we found that paramedicine professionals engage in significant experiential learning to supplement their required training in order to sustain effective job performance.
This study explores the potencial and challenges of using digital information and communication technologies as a strategy for permanent health education, based on a case study of the tele-education model implemented by Saúde Digital UFSC (2021-2024). This mixed-methods study draws on technical reports, educational content, and indicators of course delivery, participation, and completion. During the period, 329 web conferences and 60 cohorts across 13 online courses were delivered; 12,981 health workers attended the web conferences and 4,220 completed the courses. The model, grounded in the integration of between education, service delivery, and management, ensured the relevance of topics to everyday work and supported engagement and territorial reach. However, training occurred mostly outside protected working hours, with barriers related to clinical workload, connectivity, and digital skills. In light of the micropolitics of health work, the professional field and unequal distribution of capitals, along with the conditions required for transformative learning, the findings suggest that tele-education can strengthen permanent health education, provided it is supported by institutional conditions for workers, adequate infrastructure, and digital inclusion strategies.
INTRODUCTION First aid education is a fundamental strategy for promoting collective safety by enabling laypeople to recognize and intervene early in emergencies such as syncope, seizures, foreign body airway obstruction, and cardiac arrest (CA), contributing to the mitigation of health damage and reduction of morbidity and mortality. In the context of health education, scene safety assessment is emphasized to protect the rescuer during assistance. In Brazil, this relevance is reinforced by Lucas Law (No. 13,722/2018), which mandates first aid training in educational institutions, highlighting the need to disseminate this knowledge in schools and collective environments. EXPERIENCE REPORT This extension project conducted five actions throughout 2025 at SESC Santo André, Parque do Pedroso, SEMASA, EMEIEF Maria da Graça de Souza, and UFABC. The initiative, led by Medicine and Physiotherapy students linked to the project, reached a total of 133 participants, including adults and teachers. The methodology followed a bimodal model: a theoretical-expository phase with accessible language and a supervised practical-simulated phase. Simulation manikins (adult and pediatric) and AED devices were used for training, allowing the performance of cardiopulmonary resuscitation (CPR) maneuvers, choking relief in infants, children, and adults, and the correct operation of the defibrillator in controlled scenarios. DISCUSSION The analysis of results showed high pedagogical efficacy and a high level of participant satisfaction. At UFABC, a 97.3% satisfaction rate was recorded, with 100% of respondents positively evaluating the quality of the presentation; at SESC Santo André, there were 100% correct answers regarding airway clearance in infants and adults following the activity. These findings indicate that the articulation between theory and supervised practice favored the consolidation of technical knowledge and increased participants' self-confidence to act in emergency situations. Furthermore, the initiative reinforces the role of university extension in promoting collective safety and disseminating health practices that contribute to the prevention of avoidable harm.