INFLUENCE OF TEACHING METHODOLOGICAL APPROACHES ON REMOTE CLASSES DURING THE COVID-19 PANDEMIC: THE PERCEPTION OF BRAZILIAN MEDICINE STUDENTS

Resumen

Introduction: The COVID-19 pandemic required a rapid and unplanned change in medical education. In Brazil, the teaching and learning practices of medical schools with a traditional, active or mixed methodological approach were reformulated. The face-to-face teaching process was replaced by the remote one and significantly impacted the development of activities

Objective: To assess the influence of teaching methodological approaches on remote classes in the perception of Brazilian medical students during the COVID-19 pandemic.

Methods: Descriptive online cross-sectional study carried out between June and October 2020. The study sample consisted of Brazilian medical students aged 18 years and over. A web-based self-reported questionnaire was administered using Google Forms.

Results: A total of 353 students from Brazilian medical schools with an active methodological approach (55.2%), mixed (28.9%), and traditional (15.9%) were included in the study. For 53.57%, 40.31%, and 35.05% of students of traditional, active, and mixed methodology, remote classes were considered regular. More than half of the students reported difficulties in concentration and commitment to studies. Perceptions about the advantages, disadvantages, and future impact of remote classes were different between groups of students with traditional, active, and mixed methodology (p<0.05).

Conclusion: Faced with the challenges faced by the COVID-19 pandemic, the different methodological approaches to teaching exerted an influence on the perception of medical students about remote classes in the teaching-learning process.

Keywords: SARS-CoV-2. Lockdown. Education. Medical. Teaching-Learning. Distance learning.

RESUMO

Introdução: A pandemia de COVID-19 exigiu uma mudança rápida e não planejada na educação médica. No Brasil, as práticas de ensino e aprendizagem das escolas médicas com abordagem metodológica tradicional, ativa ou mista foram reformuladas. O processo de ensino presencial foi substituído pelo remoto e impactou significativamente no desenvolvimento das atividades

Objetivo: Avaliar a influência das abordagens metodológicas de ensino em aulas remotas na percepção de estudantes de medicina brasileiros durante a pandemia do COVID-19.

Métodos: Estudo transversal descritivo online realizado entre junho e outubro de 2020. A amostra do estudo foi composta por estudantes de medicina brasileiros com idade igual ou superior a 18 anos. Um questionário auto-relatado baseado na web foi administrado usando o Google Forms.

Resultados: Foram incluídos no estudo 353 estudantes de escolas médicas brasileiras com abordagem metodológica ativa (55,2%), mista (28,9%) e tradicional (15,9%). Para 53,57%, 40,31% e 35,05% dos alunos da metodologia tradicional, ativa e mista, as aulas remotas foram consideradas regulares. Mais da metade dos alunos relataram dificuldades de concentração e comprometimento com os estudos. As percepções sobre as vantagens, desvantagens e impacto futuro das aulas remotas foram diferentes entre os grupos de alunos com metodologia tradicional, ativa e mista (p<0,05).

Conclusão: Diante dos desafios enfrentados pela pandemia do COVID-19, as diferentes abordagens metodológicas de ensino exerceram influência na percepção dos estudantes de medicina sobre aulas remotas no processo de ensino-aprendizagem.

Palavras-chave: SARS-CoV-2. Confinamento. Educação. Médico. Ensino-Aprendizagem. Ensino à distância.