WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

Raphaela Giviziez de Abreu Courradesqui, Maria Eduarda Gomes Machado Rodrigues, Gabryella Tuczynski Carneiro, Elizeu Silva Luiz, Daniel Almeida da Costa* and Rafael Moura de Almeida

ABSTRACT

Introduction: In the year 2020, the COVID-19 pandemic emerged on the world stage and, with that, it was necessary to restructure society in all possible areas, and in the educational sphere it was no different. Remote classes, synchronous activities, virtual lectures, online symposiums have become the reality of countless students who, in order to maintain learning, have submitted to the new tools. However, challenges were present in this new scenario. Thus, it was necessary to discuss, in this experience report, the impacts generated by the emergency teaching alternative. Thus, the report aimed to evaluate the impact generated on graduation by replacing face-to-face classes with remote teaching, in addition to evaluating student satisfaction with the alternative of remote classes and the quality of remote teaching. Methodology: This is a descriptive study with a qualitative approach, in which a questionnaire with 12 statements containing five degrees of agreement was used, according to the Likert Scale, ranging from "totally disagree" to "totally agree", which was sent to students of the medical course at the University Center of Valença, Brazil who had their graduation affected by the pandemic. The students participation took place in accordance with the norms of the Research Ethics Committee. Results and Discussion: A total of forty-two students from the basic and clinical cycles answered the questionnaire, and in relation to the equivalence of learning with remote versus face-to-face teaching, 46.5% disagreed about learning in a similar way. A similar result was found in the statement about classes being similar in remote and face- to-face modes, with 48.8% of students completely disagreeing. Given this, it can be seen that the learning process was, in a way, compromised, and there was no ideal adaptation to these new tools, which produced important achievements for medical training. In addition, 51.2% agreed on the need to adhere to new study methods and 62.8% completely agreed that continuing remote teaching was the best alternative. This is because there are a number of factors involved, the main one being the delay in the professional training of students.

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