Avaliação do ensino remoto emergencial (ERE) em um curso de medicina durante a pandemia de COVID-19

Abstract

The COVID-19 pandemic triggered a radical transformation in the global educational landscape, driving the widespread adoption of Emergency Remote Teaching (ERT). In the field of medical education, the transition to ERT posed a particular challenge, given the practical and intensive nature of training these professionals, which traditionally relies on in-person activities such as practical classes, supervised internships, and direct patient contact. The objective was to understand the impacts of ERT on medical education, with the Federal University of Ceará (UFC) School of Medicine as a case study. The research sought to assess user perceptions of the main challenges faced by medical teachers and students during the transition to ERT, including access to computational technologies, interactivity between teachers and students during synchronous and asynchronous classes, learning assessment and feedback, and to analyze the feasibility and applicability of practical activities, and how these factors impacted the quality of teaching and learning. This study adopted a qualitative approach, analyzing documents and reviewing the existing literature on ERT evaluation indicators, which enabled the development of data collection instruments on the perceptions of students and teachers who participated in some stage of the medical course in this modality. Based on the selection of these indicators, divided into four evaluation axes4accessibility, interactivity, assessment, and practical activities4two data collection instruments were generated, using Likert scales, multiple-choice questions, and open-ended questions for both student and teacher audiences carried out between June and August 2024. The analysis revealed that both students and teachers faced difficulties with digital tools due to a lack of standardization and accessibility issues. Theoretical classes in remote teaching were considered satisfactory for their flexibility, while practical classes were seen as inadequate or impractical. Interactivity between teachers and students was hindered by physical distancing, making it difficult to monitor student performance. Although the specific objectives were achieved, the performance measurement needs to be more detailed and with a more significant student sample.