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ORIGINAL ARTICLE
Year : 2022  |  Volume : 19  |  Issue : 3  |  Page : 164-166

Early results of a distance learning paediatric surgery programme in Mozambique


1 Department of Pediatric Surgery, Centro Materno-Infantil do Norte Albino Aroso, Centro Hospitalar Universitário do Porto, Largo do Professor Abel Salazar, Porto, Portugal
2 Instituto Superior de Ciência e Tecnologia Alberto Chipande, Avenida Correia de Brito, n° 1298, Beira, Mozambique
3 Universidade Lúrio, Bairro de Marrere, n° 4250, Nampula, Mozambique
4 Hospital CUF Porto, Estrada da Circunvalação, n° 14341; CINTESIS – Faculdade de Medicina da Universidade do Porto, Rua Dr. Plácido da Costa; ESB – Universidade Católica Portuguesa, Rua de Diogo Botelho n° 1327, Porto; Health4Moz ONGD, Rua Francisco Sá Carneiro n°142 – 5°Esq, Leça da Palmeira, Portugal
5 Department of Pediatric Surgery, Centro Materno-Infantil do Norte Albino Aroso, Centro Hospitalar Universitário do Porto, Largo do Professor Abel Salazar, Porto; Health4Moz ONGD, Rua Francisco Sá Carneiro n°142 – 5°Esq, Leça da Palmeira, Portugal
6 Department of Pediatric Surgery, Centro Materno-Infantil do Norte Albino Aroso, Centro Hospitalar Universitário do Porto, Largo do Professor Abel Salazar, Porto; Health4Moz ONGD, Rua Francisco Sá Carneiro n°142 – 5°Esq, Leça da Palmeira; EPIUnit - Instituto de Saúde Pública, Universidade do Porto, Rua das Taipas n° 135; Laboratório para a Investigação Integrativa e Translacional em Saúde Populacional (ITR); Instituto de Investigação, Inovação e Desenvolvimento, Fundação Fernando Pessoa (FP-I3ID), Porto; Pediatric Surgery, Hospital-Escola Fernando Pessoa, Universidade Fernando Pessoa, Porto, Portugal

Correspondence Address:
Dr. Ana Coelho
Largo da Maternidade Júlio Dinis 45, 4050-651 Porto
Portugal
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ajps.AJPS_151_20

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Introduction: A pre-graduate training programme in paediatric surgery was applied to students in four medical schools of Mozambique. In this paper, we evaluate the early results of the programme. Materials and Methods: A pre-graduate training programme was developed and applied in two stages, theoretical education available at an online platform and a face-to-face session. To evaluate the programme, a diagnostic test was applied to all participants before the face-to-face session and, the same test, was applied again at the end of the session. Results: A total of 236 students participated in the programme. Forty-four per cent had a negative score on the diagnostic test. When the test was repeated, 91.9% had a positive score, and the difference between the scores in both tests reached statistical significance (P < 0.05). The participants who completed the first phase of the programme presented a higher median score in both tests (P < 0.05). Conclusions: The diagnostic tests allowed us to verify there was an increase in knowledge before and after the face-to-face session. There was also a significant difference between those participants who completed the online phase of the programme and those who did only the face-to-face session, which allows us to conclude that the online teaching programme was effective.


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