Professional development strategy in basic biomedical sciences and fetal programming

Abstract

The aim of the article is to assess the relevance and immediate effects of a professional development strategy aimed at teachers and primary care professionals on embryofetal development and fetal programming in Camama, Luanda. A mixed study was conducted, with a quantitative focus, organized in three stages: needs assessment, validation through Delphi, and a pilot application using a one-group pretest-posttest design. The strategy combined a postgraduate course, methodological workshops, reflective consultation support, and self-learning materials in Portuguese. There were significant differences in the cognitive, procedural, and attitudinal dimensions. The findings support the relevance and feasibility of the strategy as a pilot educational intervention. However, the design, sample size, and follow-up limited, prevent attributing causality or establishing its long-term sustainability.