Experiências e desafios da formação médica durante a pandemia da COVID-19

Kawakami, Roselma Marcele da Silva Alexandre; Tomazoni, Ana Carolina; Vanin, Camila Natália; Souza, Fernanda Gonçalves de; Pasqualotto, Isabella; Gattas, Marina Bernardes

doi:10.36489/saudecoletiva.2021v11i61p4906-4917

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…Nevertheless, the experience of Kawakami et al 59 with the presentation of slides, summaries, mind maps and images during theoretical discussions in class in a medical course mediated by active methodologies during the pandemic was positive for the construction of knowledge, similar to the description given by some teachers in the present study. This shows that it is possible to adapt to technology and that learning is based on the possibility of creating and changing attitudes 31,53,60 .…”

Section: Discussionsupporting

confidence: 66%

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Online (remote) education and Covid-19: teachers' experience in medical education mediated by active methodologies

Dallabrida

Oliveira

Arruda

2023

Rev. bras. educ. med.

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Introduction: In 2020, aiming to contain the progression of the Coronavirus pandemic, social distancing was determined by reducing interactions between people. The educational institutions were closed and distance teaching-learning was applied using digital technologies for study continuity. The closing of a community university in Santa Catarina, in the medical course, implied in a disruptive situation regarding the teaching format, since they use active methodologies and these had not been applied digitally up to that moment. From these circumstances, one asks how the faculty perceives and experiences this new reality. Objective: This study aimed to understand the experiences of educators teaching from the first to the fourth year of medical school using active methodologies during the remote education activities at the emergence of the Coronavirus pandemic aiming at understanding the impacts on learning. Method: This is a field research with an exploratory objective and a quantitative-qualitative approach. This study has been analyzed by the Research Ethics Committee. The participants were contacted by electronics means and were invited to answer a two-step questionnaire using the Google Forms platform, containing objective and descriptive questions regarding their experience with remote teaching. Data analysis was performed by statistics, by thematic content analysis and by correlation analysis, and the findings were compared using the theoretical reference. Result: Twenty-nine teachers answered the survey. Most of them felt, at least, partially prepared to work in the remote education and guidance and requests for help were not related to the preparation. Facilities and weaknesses related to the technology were observed. Computers, cell phones and Google Meet were the recourses most often used. Adaptations for the materials used in face-to-face classes were necessary, but in some cases, they were not satisfactory. The pedagogical activities were accomplished within the proposed ones, but two-thirds of the teachers believed there were losses related to study quality and half of them adjusted their behavior to virtual class mediation. Conclusion: The transition to the digital teaching format constituted a challenge for the teachers. The learning process was compromised; however, benefits and potentials were observed. A change is occurring in society and digital teaching is being solidified and training is essential to support this process in active methodologies.

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Section: Discussionsupporting

confidence: 66%

“…They believe in the student's capacity in an environment of freedom and support, guiding them in their decision-making and setting the priorities 24 . The teacher's dedication, in a report by Kawakami et al 59 , was essential to maintain learning mediated by active methodologies during remote classes. pandemic education 12,68,69 .…”

Section: Discussionmentioning

confidence: 99%

Online (remote) education and Covid-19: teachers' experience in medical education mediated by active methodologies

Dallabrida

Oliveira

Arruda

2023

Rev. bras. educ. med.

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“…Ele acredita na capacidade do discente em ambiente de liberdade e apoio, orientando na tomada de decisões e na definição de prioridade 24 . A dedicação do professor, em relato de Kawakami et al 59 , foi essencial para manter o aprendizado mediado por metodologias ativas durante as aulas remotas.…”

Section: Discussionunclassified

Educação (remota) on-line e Covid-19: experiência de professores na educação médica mediada por metodologias ativas

Dallabrida

Oliveira

Arruda

2023

Rev. bras. educ. med.

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Resumo: Introdução: Em 2020, a fim de conter a progressão da pandemia do coronavírus, determinou-se o distanciamento social por redução da interação entre as pessoas. As instituições de ensino foram fechadas, e adotou-se o ensino-aprendizagem a distância aplicado por tecnologias digitais para a continuidade do estudo. O fechamento de uma universidade comunitária em Santa Catarina, no curso de Medicina, implicou uma situação disruptiva quanto ao formato de ensino, visto que se utilizam metodologias ativas que não haviam sido aplicadas digitalmente até o momento. Dessa circunstância, pergunta-se como o corpo docente percebe e vivencia essa nova realidade. Objetivo: Pretendeu-se conhecer a experiência de professores do primeiro ao quarto ano de graduação médica com metodologias ativas durante as atividades do ensino remoto no advento da pandemia do coronavírus para entender as repercussões na aprendizagem. Método: Trata-se de uma pesquisa de campo, com objetivo exploratório e abordagem quanti-qualitativa. O trabalho passou por apreciação do Comitê de Ética em Pesquisa. Os participantes foram contatados eletronicamente para responder, na plataforma Google Forms, a um questionário dividido em duas etapas com perguntas objetivas e descritivas relativas à vivência deles no ensino remoto. A exploração de dados ocorreu por estatísticas, análise temática de conteúdo e análise de correlação, confrontando-se os resultados com o referencial teórico. Resultado: Responderam à pesquisa 29 professores. A maioria deles se sentiu ao menos parcialmente preparada para atuar no ensino remoto, e orientações e busca por auxílio não se correlacionaram com o preparo. Facilidades e fragilidades relacionadas à tecnologia foram observadas. Computador, celular e Google Meet foram os recursos mais utilizados. Materiais do presencial necessitaram de adaptações, não sendo satisfatórias em alguns casos. As atividades pedagógicas foram cumpridas dentro do proposto, entretanto, para dois terços dos docentes, houve prejuízo na qualidade do ensino, e metade deles mudou de conduta para mediação de aulas virtuais. Conclusão: A passagem para o ensino digital foi um desafio para professores. A aprendizagem foi comprometida, porém observaram-se benefícios e potencialidades. Como há um processo de mudança na sociedade com o propósito de consolidar a educação digital, são essenciais as devidas capacitações para apoiar esse processo em metodologias ativas.

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Experiências e desafios da formação médica durante a pandemia da COVID-19

Cited by 2 publications

References 5 publications

Online (remote) education and Covid-19: teachers' experience in medical education mediated by active methodologies

Online (remote) education and Covid-19: teachers' experience in medical education mediated by active methodologies

Educação (remota) on-line e Covid-19: experiência de professores na educação médica mediada por metodologias ativas

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