Aplicativo MAMAprev no Conhecimento, Atitude e Prática de Profissionais de Saúde: Ensaio Clínico Randomizado não Farmacológico

Abstract

Introduction: Evaluating the effectiveness of applications is important so that these technologies can be introduced into routine patient care, in addition to demonstrating the potential educational impacts of these technologies. Given this scenario, the hypothesis was defined that professionals who use the MAMAprev mobile application effectively learn about secondary prevention, with a positive influence on their level of knowledge, attitude, and practice. Objective: To evaluate the effectiveness of educational technologies on breast cancer in the knowledge, attitude, and practice of primary health care professionals. Method: This is a randomized, non-pharmacological, blinded, controlled, and pragmatic clinical trial. Professionals from family health teams and multidisciplinary teams in the state of Maranhão participated in the study, allocated to a control group and an experimental group. The study was conducted in six phases: (1) recruitment of participants; (2) randomization and allocation to groups; (3) application of the pre-test; (4) application of interventions; (5) application of the post-test; and (6) data analysis. Participants in the control group received digital educational material in Portable Document Format, while those in the experimental group received the intervention, which was the MAMAprev app. The data were tabulated using Microsoft Office Excel and then exported and analyzed using Statistical Package for the Social Sciences version 25.0 software, adopting a significance level of 5%. The study is registered on the platform. Results: 111 health professionals participated in the study. The groups were homogeneous in terms of sociodemographic profile and training (p> 0.05), thus ensuring comparability between the groups and the validity of the interventions applied. In the knowledge analysis, there was no statistically significant difference between the groups in the pre-test (p=0.81), demonstrating initial equivalence. In the post-test period, the educational material in PDF format performed better than the experimental group (p = 0.04). Regarding attitude, no statistically significant intragroup differences were observed in the pre-test; however, in the post-test, the educational material in PDF format demonstrated greater effectiveness (p = 0.02) in promoting positive attitudes. Regarding practice, it was not possible to observe statistically significant results, and similarly, in the stratified evaluation by professional category (doctors and nurses), there was no difference between the pre-test and post-test moments of the groups. However, in the stratified sample, the group that used the MAMAprev app showed a significant increase in average scores. In addition, the participants' satisfaction assessment found that the total average score for the MAMAprev app was 78.6% and for the educational material in PDF format was 73.4%, classifying them as having excellent usability. Conclusion: The results indicate that the educational technologies evaluated have the potential to support teaching processes in PHC. However, their effectiveness in promoting significant changes in knowledge, attitude, and practice may depend on several factors, such as duration of use, professional profile, integration into care routines, pedagogical design, and digital familiarity.