title: Pedagogical monitoring as a tool to reduce dropout in distance learning in family health.
abstract: BACKGROUND
  This paper presents the results of a study of the Monsys monitoring system, an educational support tool designed to prevent and control the dropout rate in a distance learning course in family health. Developed by UNA-SUS/UFMA, Monsys was created to enable data mining in the virtual learning environment known as Moodle.
  
  
  METHODS
  This is an exploratory study using documentary and bibliographic research and analysis of the Monsys database. Two classes (2010 and 2011) were selected as research subjects, one with Monsys intervention and the other without. The samples were matched (using a ration of 1:1) by gender, age, marital status, graduation year, previous graduation status, location and profession. Statistical analysis was performed using the chi-square test and a multivariate logistic regression model with a 5 % significance level.
  
  
  RESULTS
  The findings show that the dropout rate in the class in which Monsys was not employed (2010) was 43.2 %. However, the dropout rate in the class of 2011, in which the tool was employed as a pedagogical team aid, was 30.6 %. After statistical adjustment, the Monsys monitoring system remained in correlation with the course completion variable (adjusted OR = 1.74, IC95% = 1.17-2.59; p = 0.005), suggesting that the use of the Monsys tool, isolated to the adjusted variables, can enhance the likelihood that students will complete the course. Using the chi-square test, a profile analysis of students revealed a higher completion rate among women (67.7 %) than men (52.2 %). Analysis of age demonstrated that students between 40 and 49 years dropped out the least (32.1 %) and, with regard to professional training, nurses have the lowest dropout rates (36.3 %).
  
  
  CONCLUSIONS
  The use of Monsys significantly reduced the dropout, with results showing greater association between the variables denoting presence of the monitoring system and female gender.
authors.affiliation: Universidade Aberta do Sistema Único de Saúde - UNA-SUS / Universidade Federal do Maranhão - UFMA, Rua Viana Vaz, 41, Centro, 65020-660, São Luís, Maranhão, Brasil. baesse2008@gmail.com.
authors.forename: Deborah
authors.initials: D
authors.lastname: de Castro E Lima Baesse
authors.affiliation: Centro Biomédico, Faculdade de Ciências Médicas, Universidade do Estado do Rio de Janeiro, Av.Vinte e Oito de Setembro, 77, Sala 126, Térreo, Vila Isabel, Rio de Janeiro, 20561-030, Rio de Janeiro, Brazil.
authors.forename: Alexandra Monteiro
authors.initials: AM
authors.lastname: Grisolia
authors.affiliation: Universidade Aberta do Sistema Único de Saúde - UNA-SUS / Universidade Federal do Maranhão - UFMA, Rua Viana Vaz, 41, Centro, 65020-660, São Luís, Maranhão, Brasil.
authors.forename: Ana Emilia Figueiredo
authors.initials: AE
authors.lastname: de Oliveira
mesh_terms: D000328:Adult; D020375:Education, Distance / Q000379:methods* / Q000592:standards; D004521:Educational Measurement / Q000379:methods*; D005192:Family Health / Q000193:education*; D005260:Female; D006801:Humans; D008297:Male; D012307:Risk Factors; D012577:Schools, Medical; D013332:Student Dropouts / Q000523:psychology / Q000706:statistics & numerical data*; D013337:Students, Medical / Q000706:statistics & numerical data*
keywords: Distance learning; Dropout; Pedagogical support; Specialization