Percepções do ensino remoto emergencial por discentes e docentes de curso de medicina no Tocantins

Abstract

Introduction: With the need to mitigate the transmission of COVID-19, governments were compelled to implement restrictive measures to reduce situations involving crowds. Consequently, there was a direct impact on educational institutions and the learning process of students, as new distance learning methods were adapted to a predominantly in-person model, termed Emergency Remote Teaching (ERT). Objective: To assess the perception of students and faculty members of a Medicine course in Palmas, Tocantins, regarding Emergency Remote Teaching during the COVID-19 pandemic. Methodology: This is a quantitative, cross-sectional study that incorporated data collection and analysis techniques through the application of a questionnaire to faculty members (29 participants) and students (156 participants) involved in the ERT process during the pandemic. Participants were from the Medicine course at the Faculty of Medical Sciences (Afya) and the Federal University of Tocantins (UFT). The questionnaire included questions addressing sample profile, access to remote education, identification of vulnerabilities, interaction, learning and teaching resources, mental health conditions, and personal organization. Results: The findings reveal various perceptions and timely discussions regarding student adaptation to remote learning, such as better adaptation among those aged 36 and older, more favorable study conditions at private institutions and with higher family income, influence of the study environment, difficulty keeping content up to date (especially among women), challenges in motivation, negative impact of family health conditions on learning, positivity in maintaining contact with faculty, and challenges in time-management autonomy. For faculty members, the results indicate greater satisfaction with the remote modality among female faculty, more ease in maintaining content remotely, significant difficulties in autonomy and responsibility for pedagogical planning among male faculty, unsatisfactory internet access at work among UFT faculty in Palmas, and divergent opinions between institutions regarding training provided for using pedagogical tools, as well as perceptions of remote academic activity monitoring and availability of psycho-pedagogical support for faculty. Conclusion: During the pandemic, students and faculty members of the Medicine course faced several challenges, including adaptation to remote teaching, social isolation, mental health issues, unequal access to resources, challenges in engagement and motivation, and difficulties in practical development needed to complete internships due to access restrictions. These challenges highlight the need for effective strategies for educational and emotional support during crises like the pandemic, aiming to mitigate negative impacts on the learning and well-being of students and faculty