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

Carla Leika NANAMI, Sofia Esperancini PUCCI, Fernanda do Nascimento Pessato QUESSADA, Patricia Maluf CURY

Resumo


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.

 

 


Palavras-chave


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

Texto completo:

PDF

Referências


Ribeiro JT, Albuquerque NMDS, Resende TIM: Potentials and challenges of the active methodology from the perspective of Medicine graduates. Rev. Docência Ens. 2020, Sup 10:1–19.

Almeida EG, Batista NA: Teacher performance in the context of the PBL: the essence of medical learning and training. Rev. bras. educ. med. 2013, 37:192-201.

Chagas NB, Sanches FB, Silva RF, et al: Quality of Life of Medical Students on a Course that Adopts Active Teaching-Learning Methods. 2018, Rev. bras. educ. med 42.

Nassif ACN: Brazilian medical schools, 2022.

Educação BMd: Conselho Nacional de Educação. Câmera Nacional de Educação Superior. Resolução número 3, de 20 de julho de 2014.

Camargo CP, Tempski PZ, Busnardo FF, et al: Online learning and COVID-19: a meta-synthesis analysis. Clinics (Sao Paulo) 2020, 75:e2286.

Zhou T, Huang S, Cheng J, et al: The Distance Teaching Practice of Combined Mode of Massive Open Online Course Micro-Video for Interns in Emergency Department During the COVID-19 Epidemic Period. Telemed J E Health 2020, 26:584-588.

Totlis T,Tishukov M, Piagkou M, et al: Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anat Cell Biol 2021, 54:332-339.

B SJV, Monteiro JCS: Education and covid-19: digital technologies mediating the learning process in times of a pandemic. Rev Encantar 2020, 20:01-15.

Olum R, Atulinda L, Kigozi E, et al: Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda. J Med Educ Curric Dev 2020, 7:2382120520973212.

Sales JR, Castro DB: Covid-19 and the medical student: how are our clinical clerkship students participating? Rev. bras. educ. med. 2021, 45:1-8.

Gottardi ML: Autonomy in the learning process at a distance: the competence to be developed by the student. RBAAD 2015, 14:107-120.

Sunde RS, Júlio OA, Nhaguaga MAF: O ensino remoto em tempos da pandemia da covid-19: desafios e perspectivas. EPEduc, 2020.

Skrzypek A, Perera I, Szeliga M, et al: Modification of teaching during the COVID-19 pandemic at the Department of Medical Education of Jagiellonian University Medical College. Folia Med Cracov 2020, 60:113-121.

(WHO) WHO: eLearning for undergraduate health professional education: a systematic review informing a radical transformation of health workforce development, World Health Organization 2015.

Andreza RS, Alves EJS, Martins LH, et al: The impacts of covid-19 on education through remote teaching. Rev. Interface 2020, 8:630-635.

Paiva MRF, Parente JRF, Brandão IR, et al: Active teaching-learning methodologies: integrative review. Rev. Sanare 2016, 15 145-153.

Gormley GJ, Collins K, Boohan M, et al: Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes. Med Teach 2009, 31: e6-12.

Rodrigues JZ, Rodrigues LS, Schönholzer TE, et al: Importance of class practice in nursing courses: an account of experience. Rev. Panorâmica: 2015, 99 - 110.

Tempski P, Bellodi PL, Paro HB, et al: What do medical students think about their quality of life? A qualitative study. BMC Med Educ. 2012, 12:106.

Brenneisen Mayer F, Souza Santos I, Silveira PS, et al: Factors associated to depression and anxiety in medical students: a multicenter study. BMC Med Educ. 2016, 16:282.




DOI: http://dx.doi.org/10.21902/RevPercurso.2316-7521.v4i41.6118

Apontamentos

  • Não há apontamentos.


PERCURSO, e-ISSN: 2316-7521

Rua Chile, 1678, Rebouças, Curitiba/PR (Brasil). CEP 80.220-181

Licença Creative Commons

Este obra está licenciado com uma Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional.