Teaching in Medical Residency in Times of Covid-19

Abstract

underwent a profound transformation of its scenario before the current SARS-CoV-2 pandemic. Before the pandemic, the referred content used to be taught in two monthly meetings, one for 1 st year residents (20 resident doctors) and one for 2 nd year residents (20 resident doctors), totaling ten annual meetings. The dynamics of these meetings included the presentation and discussion of a clinical case at the Neonatal Center, the Intensive Care Center 2 or the University Hospital by a resident doctor; and the theoretical approach on the case, with its definitions, prevalence, pathophysiology, treatment, and prevention , by another resident doctor. The main topics addressed by the three neonatal centers were: • Neonatal Center: extreme preterm newborns, persistence of the ductus arteriosus, severe malformations, heart failure, early sepsis, and hypoxic-ischemic encephalopathy; • Neonatal Intensive Care Center 2: persistent pulmonary hypertension, congenital diaphragmatic hernia, late-onset sepsis, lung infections, gastroschisis, hydroelectrolytic disorders and nutrition in critically ill newborns; • University Hospital: intracranial hemorrhages, kidney failure, meconium aspiration syndrome, and necrotizing enterocolitis. These meetings were held by the two preceptor doctors and by two to three doctors from the Neonatology team, the latter being responsible for reinforcing the main relevant considerations on the topic in question. The presence of resident doctors at these meetings was between 60 and 70%. The justification for this percentage not being greater was post-shift leave, medical emergency in some of the sectors, and vacations. With the coronavirus pandemic (COVID-19), these meetings were suspended in mid-March 2020, for the safety of all, as well as other activities specific to residents. For one month, residents had very little or no theoretical activity. Given the moment of much apathy, alternative proposals were suggested in remote meetings, among them, remote learning. Remote learning is an option when in-person learning is not possible, as it is the case during the COVID-19 pandemic. It is an adaptation of distance learning, but without rigid tools, that is, without systematization of didactic content, form of presentation, and without prior training of tutors. Although this is a temporary adaptation in the face of a crisis, its implementation is quick, effective and, thus, it satisfies the aspirations of our residents. The adoption of remote education also implies a review of educational objectives, with time scaling, because the time to assimilate content in a virtual environment is longer than what is needed in person. 1 An initiative of the two preceptor doctors and two doctors of the Neonatology team, a first virtual meeting was held in the second half of April 2020, using Google Meet platform, with all the 1 st and 2 nd year residents, addressing a theme suggested by one of the preceptors. Although the referred platform is intuitive and easily usable, the link to a Google Meet tutorial prepared by...

Que alterações de aprendizado tiveram os residentes de obstetrícia e ginecologia durante a COVID–19?

“…11 A pandemia levou à adoção de plataformas educacionais virtuais, webinars, aplicativos de videoconferência e teleconferência, mídias sociais e aplicativos de simulação cirúrgica para fornecer palestras e tutoriais remotamente. 10,12,13 Esses desafios impactaram o processo de ensino-aprendizagem, exigindo adaptações e medidas para garantir o acesso equitativo à educação e promover ambiente de aprendizado efetivo. 9 Foi identificado que, os aprendizados que os internos estão vivenciando no início de suas inserções no Sistema Único de Saúde diante da pandemia 5 , em outro estudo foi analisado o emprego de tecnologias da informação e comunicação no ensino médico 14 ; outro, avaliou a viabilidade da implantação da Educação Remota para discentes de um curso de Medicina 15 e Falcão et al (2020) 13 descreveram a experiência do ensino remoto que poderia ser forma conveniente e econômica de manter a educação durante períodos de distanciamento social, e que poderia continuar a ser utilizado em modelo híbrido de ensino presencial e remoto no futuro.…”