Evaluation of remote teaching in master programs in the Oral Pathology and Oral Medicine during the COVID-19 pandemic. Brazilian multicentric study

Abstract

Background With the COVID-19 pandemic, there was a need to adopt online teaching methods in a generalized and sudden way, a situation that led to unprecedented changes in the routine of post-graduate students and research development. This study aimed to analyze the evaluation of remote teaching by graduates of master's degrees and advisors in master's programs in the Oral Pathology and Oral Medicine who needed to adapt to a remote teaching methodology in the pandemic. Material and Methods This quantitative study evaluated the remote teaching in the perception of master's graduates and advisors from postgraduate programs in Oral Pathology and Oral Medicine. Data were collected through an online Google forms® questionnaire. Results Participated in the study 14 master graduates and 14 master's advisors. Master graduates evaluated that the professors had a good performance ( p =0.001), that the duration of the classes was adequate ( p =0.015), that the interaction with professors was satisfactory ( p =0.007), that they had good interaction with the advisor ( p =0.001), that they were satisfied with the remote guidance process ( p =0.038) and that face-to-face practical activities were missed ( p =0.002). Master's advisors reported satisfaction with remote teaching, good adaptation ( p =0.018) and motivation for remote teaching ( p =0.016), they evaluated that students were cooperative in activities ( p =0.019) and that face-to-face practical activities were missed ( p =0.002). Conclusions Despite the difficulties, remote teaching proved to be an effective alternative to face-to-face teaching. Key words: COVID-19, pandemics, education, graduate, education, dental. education, distance.

Oral pathology and oral medicine in Latin American countries: current stage

“…During the COVID-19 pandemic, both areas of OP and OM had highlights, despite all the sanitary limitations observed. Discussions on teaching methodologies ( 5 ), forms of continuing education in the OP and OM ( 6 ), adequacy of the functioning of oral pathology laboratories ( 7 ), descriptions of oral lesions ( 8 ), evaluation of remote teaching in master programs ( 9 ), implication in oral oncology practice ( 10 ), were some of the topics studied.…”