EDUCAÇÃO A DISTÂNCIA NA FORMAÇÃO EM SAÚDE
EVIDÊNCIAS SOBRE APRENDIZAGEM CLÍNICA, ÉTICA E HUMANIZAÇÃO
Keywords:
Formação em saúde, Aprendizagem clínica, Ética, Humanização, Tecnologia educacionalAbstract
A Educação a Distância (EAD) vem transformando profundamente a forma como o conhecimento é produzido, compartilhado e experienciado nas ciências da saúde. O advento das Tecnologias Digitais de Informação e Comunicação (TDICs) e o fortalecimento das metodologias ativas de ensino abriram espaço para um novo paradigma formativo, no qual o estudante deixa de ser receptor passivo de informações e assume o papel de protagonista da própria aprendizagem. No contexto da formação em saúde, essa transição impõe um desafio essencial: como conciliar a eficiência tecnológica com os valores éticos, humanos e clínicos que fundamentam o cuidado em saúde? Este artigo de revisão tem como objetivo analisar, de forma crítica e abrangente, as evidências científicas sobre o impacto da EAD na formação de profissionais da saúde, com ênfase na aprendizagem clínica, na ética profissional e na humanização do cuidado. O estudo foi conduzido a partir de uma revisão narrativa da literatura (2018–2025), em bases como SciELO, PubMed, ERIC e LILACS. Os resultados apontam que a EAD, quando sustentada por estratégias pedagógicas ativas e mediada por docentes preparados para o diálogo, é capaz de promover o desenvolvimento de competências clínicas, éticas e socioemocionais. A flexibilidade temporal e espacial da EAD permite democratizar o acesso à formação, fortalecer a interdisciplinaridade e ampliar a sensibilidade para o cuidado humanizado. Por outro lado, persistem desafios relativos à infraestrutura tecnológica, à mediação pedagógica empática e à integração entre experiências virtuais e práticas presenciais. Conclui-se que a EAD representa um campo fértil de inovação pedagógica na formação em saúde, desde que orientada por princípios éticos e humanísticos e por práticas avaliativas reflexivas. A tecnologia, nesse contexto, deve ser compreendida como meio, e não como fim, para a construção de sujeitos críticos, autônomos e comprometidos com o cuidado integral do outro.
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