<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712010000300016</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Problems and potentialities of e-learning for regular undergraduate courses in emergency medicine]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schlinkert]]></surname>
<given-names><![CDATA[William Rafaelo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scarpelini]]></surname>
<given-names><![CDATA[Sandro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pazin-Filho]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A16">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2010</year>
</pub-date>
<volume>34</volume>
<numero>03</numero>
<fpage>452</fpage>
<lpage>458</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712010000300016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712010000300016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712010000300016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Background: E-learning techniques are spreading at great speed in medicine, raising concerns about the impact of adopting them. Websites especially designed to host courses are becoming more common. There is a lack of evidence that these systems could enhance student knowledge acquisition. Goal: To evaluate the impact of using dedicated-website tools over cognition of medical students exposed to a first-aid course. Methods: Prospective study of 184 medical students exposed to a twenty-hour first-aid course. We generated a dedicated-website with several sections (lectures, additional reading material, video and multiple choice exercises). We constructed variables expressing the student’s access to each section. The evaluation was composed of fifty multiple-choice tests, based on clinical problems. We used multiple linear regression to adjust for potential confounders. Results: There was no association of website intensity of exposure and the outcome - beta-coeficient 0.27 (95%CI - 0.454 - 1.004). These findings were not altered after adjustment for potential confounders - 0.165 (95%CI -0.628 - 0.960). Conclusion: A dedicated website with passive and active capabilities for aiding in person learning had not shown association with a better outcome.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Introdução: Websites especialmente construídos para auxiliar cursos são comuns, mas não há dados sobre o impacto na aquisição de conhecimento. Objetivo: Avaliar o impacto da utilização de ferramentas de um website exclusivamente-dedicado no aprendizado cognitivo de alunos de medicina em curso de primeiros socorros. Métodos: Estudo prospectivo de 184 estudantes de medicina que realizaram curso curricular de primeiros socorros (carga horária - 24horas). Um website foi construído para auxiliar o curso com várias seções (aulas, material de leitura adicional, vídeo e exercícios de múltipla escolha). O acesso a cada seção educativa foi documentado para cada aluno. A avaliação foi composta de cinquenta testes de múltipla escolha, baseados em problemas. Regressão linear múltipla foi utilizada para corrigir possíveis fatores de confusão. Resultados: Não houve associação entre a intensidade de do uso das seções do website e o desempenho na avaliação - beta-coeficiente 0.27 (95% CI - 0.454 - 1.004). Os achados não se alteraram após o ajuste - 0.165 (95%CI -0.628 - 0.960). Conclusão: O use de um website para auxiliar o aprendizado em alunos de medicina não implicou em melhor desempenho.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Emergency Medicine]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Medicina de Emergência]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Problems and  potentialities of e-learning for regular undergraduate courses in emergency medicine.</h2> <h3>Vantagens e desvantagens do e-learning para cursos de  emerg&ecirc;ncia em medicina.</h3>     <p>&nbsp;</p> <h4>William Rafaelo Schlinkert, Sandro Scarpelini, Antonio  Pazin-Filho    <br> </h4> </font>      ]]></body>
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