Telehealth and audiology: teleconsultation for clinical preceptorship in the verification of individual hearing aids The microphone probe measurements are the preferred method for the verification of individual sound amplification device in situ. In Brazil only a small portion of the audiologists who work in public services does so mainly due to the fragility of professional training. Continued professional training, coupled with a preceptorship process, has the potential to change this reality. The use of teleconsultation as a form of clinical preceptorship has been suggested in the literature and may represent an important opportunity for integration between teaching and service. The objective of the study was to evaluate the effectiveness of an online training and synchronous teleconsultation for clinical preceptorship in procedures for verification of individual hearing aid in situ. The study included 50 audiologists who worked in the selection and verification of hearing aids in public service of Auditory Rehabilitation, divided randomly into control group (n=25) and experimental group (n=25). All participants had access to an online educational material (Moodle platform) on measures with microphone and probe. During the course they conducted formative and summative assessment procedures. Subsequently, the experimental group participated in synchronous teleconsultation. The inability to interpretation of results, handling equipment and fragility of professional training were factors that interfered in the adoption or hindered the use of MMS in clinical practice, prior to the training. Statically significant differences weren't observed (Mann-Whitney U test) between groups in access to course content, in response to instructor performance, the graphics and the training and efficiency of online training interface. Significant differences (Friedman test) occured for analysis of intra-group access. There was a significant and positive correlation (Spearman) between results of the reaction and the instructor and with the graphical interface. The teleconsultation was more used in order to match the responses obtained with HA to target prescription and over time, the frequency of teleconsultation request to the experimental group was reduced. It was concluded, in general, that online training was well rated in all aspects by the participants, as well as telconsultas and that the training was beneficial on the skills of the participants in interpreting the microphone probe measurements and take compatible clinical behavior. Both groups showed improvement in clinical cases resolutions after the training conducted. Combining teleconsultation with the online training did not affect these results the benefit.

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Purpose This article introduces concepts and a general taxonomy used by the educational data mining (EDM) community, as well as examples of their applications, with the aims of providing audiology educators with a referential basis for developing this area. Method A narrative review was carried out to present an overview of EDM and its main methods. Some of these methods were exemplified with analysis of real data from an Internet-based specialization course on pediatric auditory rehabilitation. Results The review introduced EDM main concepts and applications and described methods from its area. Real data examples illustrated EDM use to predict interpersonal help-seeking, model interpersonal interaction, analyze students' trajectories within a course's module, and understand how students approached group assignments. Some of the insights provided by EDM to support teaching and learning processes were also described. Conclusions EDM methods offer new tools to discover knowledge from digital traces (i.e., logs) and support key stakeholders (students, instructors, or course administrators) to raise awareness about course dynamics. This approach has the potential to foster a better understanding and management of educational processes in audiology distance education.

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Impact assessment of a Distance Specialization Course on Hearing andRehabilitation: contributions of educational data miningThe Distance Specialization Course in "Hearing Rehabilitation and Qualification in Children: emphasis from zero to three years of age" (CEDHRAC), was developed by the Speech Therapy Department of the Bauru Dental School -USP in partnership with the Sociedade Hospital Samaritano e the Technical Area Health of Persons with Disabilities, Health Care Secretariat, Ministry of Health, and with resources from the SUS Development Support Program (PROADI-SUS), the course was hosted on the Moodle platform. The application of data mining in virtual learning environments is an interactive cycle -based on the data collected from the VLE, it is possible to monitor the activity of all students during the duration of the course, making it possible to evaluate student results and the consequent effectiveness of the course, aiming at future improvements. The objective was to conduct an integrative review of the literature on educational data mining and its applicability in health education and to identify trajectories of learning behaviors during the development of a module of a distance specialization course. To facilitate the scientific dissemination process and allow readers to better appreciate the study, it was divided into two parts: 1-Integrative review and 2-Analysis of behavioral trajectories. The study adopted as methodology the six steps proposed by the integrative review and the techniques of Data Mining for the identification of: a) formation of groups (clusters) of participants; b) the profile of the participants who are the main actors of the groupings. The result of the integrative review was the inclusion of eight articles that met the criteria and four articles that were retrieved from a secondary search of the bibliographic reference lists of the complete articles. Regarding the applied data mining techniques, the results bring an alert to course administrators who offer for different regions and with diversity of age range and professional experience, so that they take into account the factors identified in the analyzes and that reflect in the design instructional of their courses. The conclusions were that a) there are few studies with data mining being applied in the area of training of health professionals; b) studies in the area have shown how important this data analysis is for the structuring of courses; c) factors such as the regions where students live, age group and professional experience, influence the student's trajectory of courses offered in distance education and must be identified and taken into account by the course administrators; d) new studies of trajectory and behavior analysis need to be carried out generalizing to other modules and other courses that use the same modality.