ReviewRevista de saude publica2014
[Permanent education in health: a review].
Review in Revista de saude publica, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 53 citations in OpenAlex.
- Worldwide distribution, symptoms and diagnosis of the coinfections between malaria and arboviral diseases: a systematic review.Memorias do Instituto Oswaldo Cruz · 2024Pooled it
- Which educational interventions have been implemented to support clinical competencies among primary healthcare professionals? A scoping review.BMC primary care · 2026Article
- From Discourse to Practice-Facilitating Factors and Barriers to the Implementation of Pharmaceutical Care in Primary Health Care: A Qualitative Study.Pharmacy (Basel, Switzerland) · 2026Article
- Lessons learned from the impact of the COVID-19 pandemic in Brazil on primary-care workplace learning groups.Journal of research in nursing : JRN · 2023Article
- Massive health education through technological mediation: Analyses and impacts on the syphilis epidemic in Brazil.Frontiers in public health · 2022Article
- Analysis of a Blended, In-Service, Continuing Education Course in a Public Health System: Lessons for Education Providers and Healthcare Managers.Frontiers in public health · 2020Article
- Development of an animated infographic on Permanent Health Education.Revista latino-americana de enfermagem · 2020Article
- Practices and challenges on coordinating the Brazilian Unified Health System.Revista de saude publica · 2020Article
- Analysis of professional implication as a tool of permanent education in health.Revista latino-americana de enfermagem · 2019Article
- Face-to-Face and Distance Education Modalities in the Training of Healthcare Professionals: A Quasi-Experimental Study.Frontiers in psychology · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health.
methodsA bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: "public health professional education", "permanent education", "continuing education", "permanent education health". Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis.
resultsThe 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education , and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates.
conclusionsThe coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions.
objectiveTo undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health.
methodsA bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: "public health professional education", "permanent education", "continuing education", "permanent education health". Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis.
resultsThe 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education, and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates.
conclusionsThe coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.