Remote teaching for health academics in the COVID-19 pandemic

Hugo Valério Corrêa de Oliveira; Ridel Campos Carvalho; Noemi Figueiredo do Nascimento; Márcia Rúbia Silva Melo

doi:10.35699/2237-5864.2023.41509

Authors

Hugo Valério Corrêa de Oliveira Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil. https://orcid.org/0000-0002-6095-7993
Ridel Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil. https://orcid.org/0000-0002-1917-2860
Noemi Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil. https://orcid.org/0000-0003-0567-1746
Márcia Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil. https://orcid.org/0000-0002-9769-3741

DOI:

https://doi.org/10.35699/2237-5864.2023.41509

Keywords:

health education, COVID-19, higher education

Abstract

During the COVID-19 pandemic, a global shift to remote education has occurred. This study investigated the impact of remote teaching on health students at a public university in Amazonas, Brazil. The participants were students of the Nursing, Medicine and Dentistry courses, submitted to completely remote learning. Data collection was carried out online, followed by statistical analysis. In total, 175 students participated, representing 17.6% from Nursing, 20.6% from Medicine and 19.7% from Dentistry. Most participants were female (68.0%) and entered through the capital's admission system (65.1%). Considering the negative impact of the pandemic, 46.3% of students reported feeling frequently harmed by fully remote teaching. According to the students' perception, most professors were not adequately prepared for distance learning and active educational strategies proved to be ineffective; the lack of motivation among the students themselves was also reported. However, academic tutoring received positive evaluations. In this scenario, 48.0% of students reported a negative impact on academic performance, with concerns about virus transmission and family infections being significant factors. These results underscore the need for further research to understand the true nature of remote learning outcomes and guide future educational practices. It is crucial to adequately prepare professors for distance learning and to develop effective strategies that promote student motivation and improve their academic performance in crisis situations such as the COVID-19 pandemic.

Author Biographies

Hugo Valério Corrêa de Oliveira, Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil.

Pharmaceutical-Biochemist with a master's and doctorate in Biotechnology from the Federal University of Amazonas, Brazil. He holds a Post-Doctorate in Microbiology from the University of São Paulo, Brazil. He is currently an Associate Professor at the Higher School of Health Sciences at the Amazonas State University, Brazil.
Ridel, Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil.

Undergraduate student in Medicine at the Higher School of Health Sciences at the Amazonas State University, Brazil.
Noemi, Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil.

Undergraduate student in Medicine at the Higher School of Health Sciences at the Amazonas State University, Brazil.
Márcia, Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil.

Fishery Engineer with a Master's and Doctorate in Biochemistry from the Federal University of Ceará, Brazil. He holds a Post-Doctorate in Health Sciences from the National Institute of Research in the Amazon, Brazil. She is currently an Adjunct at the Higher School of Health Sciences at Amazonas State University, Brazil.

References

ARJA, Sateesh; FATTEH, Samir; NANDENNAGARI, Sailaja; PEMMA, Sai Sarath Kumar; PONNUSAMY, Kumar; ARJA, Sireesha. Is Emergency Remote (Online) Teaching in the First Two Years of Medical School During the COVID-19 Pandemic Serving the Purpose? Advances in Medical Education and Practice, v. 13, 199-211, 2022. https://doi.org/10.2147/amep.s352599. Retrieved from: https://www.dovepress.com/is-emergency-remote-online-teaching-in-the-first-two-years-of-medical--peer-reviewed-fulltext-article-AMEP.

AYRES, Manuel; AYRES JR., Manuel; AYRES, Daniel Lima; SANTOS, Alex de Assis Santos dos. BioEstat 5.3: aplicações estatísticas nas áreas das Ciências Biomédicas. Belém, Pará-Brasil: Sociedade Civil Mamirauá, 2007. Retrieved April 19, 2019, from: https://www.mamiraua.org.br/downloads/programas.

BARBOSA, Renata de Faria; PAULA, Yara Aparecida de; SANTOS, Thais Cavalheri dos. Ensino remoto emergencial. Revista Docência Do Ensino Superior, v. 12, p. 1-22, 2022. DOI: 10.35699/2237-5864.2022.36896. Retrieved from: https://periodicos.ufmg.br/index.php/rdes/article/view/36896.

BRASIL. Constituição da República Federativa do Brasil de 1988. Retrieved from: http://www.planalto.gov.br/ccivil_03/constituicao/constituicao.htm.

CAMACHO, Alessandra Conceição Leite Funchal; FULY, Patrícia dos Santos Claro; SANTOS, Mauro Leonardo Salvador Caldeira dos; MENEZES, Harlon França de. Alunos em vulnerabilidade social em disciplinas de educação à distância em tempos de COVID-19. Research, Society and Development, v. 9, n. 7, p. e275973979-e275973979, 2020. DOI: 10.33448/rsd-v9i7.3979. Retrieved from: https://rsdjournal.org/index.php/rsd/article/view/397.

CAVALCANTE, André Mendes; MARQUEZINI, Maria Valéria; MENDES, Luciano; MORENO, Carlos Sallé. 5G for Remote Areas: Challenges, Opportunities and Business Modeling for Brazil. IEEE Access, v. 9, 10829-10843, 2021. DOI: https://doi.org/10.1109/ACCESS.2021.3050742. Retrieved from: https://ieeexplore.ieee.org/document/9319126.

DANIEL, Sir John. Education and the COVID-19 pandemic. Prospects, v. 49, p. 91-96, 2020. DOI: https://doi.org/10.1007/s11125-020-09464-3. Retrieved from: https://link.springer.com/article/10.1007/s11125-020-09464-3.

DOSEA, Giselle Santana; ROSÁRIO, Renan Wesley Santos do; SILVA, Elisangela Andrade; FIRMINO, Larissa Reis; OLIVEIRA, Ana Maria dos Santos. Métodos ativos de aprendizagem no ensino online: a opinião de universitários durante a pandemia de COVID-19. Educação, v. 10, n. 1, p. 137-148, 2020. DOI: https://doi.org/10.17564/2316-3828.2020v10n1p137-148. Retrieved from: https://periodicos.set.edu.br/educacao/article/view/9074.

EUN SHIM, Tae; YI LEE, Song. College students’ experience of emergency remote teaching due to COVID-19. Children and Youth Services Review, v. 119, 105578, 2020. https://doi.org/10.1016/j.childyouth.2020.105578. Retrieved from: https://linkinghub.elsevier.com/retrieve/pii/S0190740920320016.

FRANCIS, Michelle Kathryn; WORMINGTON, Stephanie Virgine; HULLEMAN, Chris. The costs of online learning: examining differences in motivation and academic outcomes in online and face-to-face community college developmental mathematics courses. Frontiers in Psychology, v. 10, 2019. DOI: https://doi.org/10.3389/fpsyg.2019.02054. Retrieved from: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02054/full.

GARRIDO, Rodrigo Grazinoli; GARRIDO, Fabiola de Sampaio Rodrigues Grazinoli. COVID-19: um panorama com ênfase em medidas restritivas de contato interpessoal. Interfaces Científicas – Saúde e Ambiente, v. 8, n. 2, p. 127-141, 2020. DOI: 10.17564/2316-3798.2020v8n2p127-141. Retrieved from: https://periodicos.set.edu.br/saude/article/view/8640.

GAUR, Uma; MAJUMDER, Anwarul Azim; SA, Bidyadhar; SARKAR, Sankalan; WILLIAMS, Arlene; SINGH, Keerti. Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond. SN Comprehensive Clinical Medicine, v. 2, n. 11, p. 1992-1997, 2020. DOI: https://doi.org/10.1007/s42399-020-00528-1. Retrieved from: https://link.springer.com/article/10.1007/s42399-020-00528-1.

GABARDO, Emerson; FIRKOWSKI, Olga Lúcia C. de Freitas; VIANA, Ana Cristina Aguilar. The digital divide in Brazil and the accessibility as a fundamental right. Revista Chilena De Derecho Y Tecnología, Providencia Región Metropolitana, v. 11, n. 2, p. 1-26, 2023. DOI: https://doi.org/10.5354/0719-2584.2022.60730. Retrieved from: https://rchdt.uchile.cl/index.php/RCHDT/article/view/60730.

CGI.br. Comitê gestor da internet no Brasil. Pesquisa TIC domicílios 2020. Resumo executivo. (n.d.). Retrieved from: https://cetic.br/pt/publicacao/resumo-executivo-pesquisa-sobre-o-uso-das-tecnologias-de-informacao-e-comunicacao-nos-domicilios-brasileiros-tic-domicilios-2020/.

GONZALEZ, Teresa; RUBIA, María de los Ángeles de la; HINCZ, Kyle; COMAS-LOPEZ, Marta; SUBIRATS, Laia; FORT, Santi; GÓMEZ-MOÑIVAS, Sacha. Influence of COVID-19 confinement on students’ performance in higher education. PLOS ONE, v. 15, n. 10, p. e0239490, 2020. https://doi.org/10.1371/journal.pone.0239490. Retrieved from: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0239490.

GONZÁLEZ, Steven Manuel Cruz; MATOS, Carlos Eduardo Rodrigues; ANDRADE, Ludmila Mourão Xavier Gomes; LOPES, Anália Rosário. Monitoria Acadêmica com Aplicação de Ferramentas Digitais na Educação Remota: Relato de Experiência. Revista Pleiade, v. 16, n. 36, 21-26, 2022. Retrieved from: https://pleiade.uniamerica.br/index.php/pleiade/article/view/773/858.

HODGES, Charles; MOORE, Stephanie; LOCKEE, Barb; TRUST, Torrey; BOND, Aaron. The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review, 2022. Retrieved from: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.

IBM SPSS Statistics, version 26, for Windows (64-bit). IBM-SPSS, Chicago, IL, USA.

IGLESIAS-PRADAS, Santiago; HERNÁNDEZ-GARCÍA, Ángel; CHAPARRO-PELÁEZ, Julián; PRIETO, José Luis. Emergency Remote Teaching and Students’ Academic Performance in Higher Education during the COVID-19 Pandemic: A Case Study. Computers in Human Behavior, v. 119, 2021. https://doi.org/10.1016/j.chb.2021.106713. Retrieved from: https://linkinghub.elsevier.com/retrieve/pii/S0747563221000352.

LARSARI, Ahid Norouzi; WILDOVÁ, Radka; DHULI, Raju; CHENARI, Hossein; REYES-CHUA, Ethel; GALAS, Elbert M.; SARIO, Jay A.; LANUZA, Maryann H. Digitalizing Teaching and Learning in Light of Sustainability in Times of the Post-Covid-19 Period: Challenges, Issues, and Opportunities. In: MOTAHHIR, S.; Bossoufi, B. (ed.), Digital Technologies and Applications. ICDTA 2023. Lecture Notes in Networks and Systems, v. 668. Springer, Cham, 2023. DOI: https://doi.org/10.1007/978-3-031-29857-8_37. Retrieved from: https://link.springer.com/chapter/10.1007/978-3-031-29857-8_37.

LARSON, David; SUNG, Chung-Hsien. Comparing student performance: online versus blended versus face-to-face. Online Learning, v. 13, n. 1, 2019. DOI: https://doi.org/10.24059/olj.v13i1.1675. Retrieved from: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1675.

MARCON, Karina. Inclusão e exclusão digital em contextos de pandemia: que educação estamos praticando e para quem? Criar Educação, v. 9, n. 2, p. 80-103, 2020. DOI: https://doi.org/10.18616/ce.v9i2.6047. Retrieved from: https://periodicos.unesc.net/ojs/index.php/criaredu/article/view/6047.

MARQUES, Alenilson Santos; MARQUES, Jamille Santos. O papel da tecnologia educacional na transmissão de conhecimento na pandemia da COVID-19. ScientiaGeneralis, v. 2, n. 1, p. 65-76, 2021. Retrieved from: http://scientiageneralis.com.br/index.php/SG/article/view/149.

MARQUES, Thaís Inês Uchôa; XIMENES, Vitória de Souza; ROCHA, DafnyHaidos Borges da; PATRÍCIO, José Victor; HERMONT, Leonardo Maquiné. Dificuldades e superações do programa de monitoria acadêmica durante a pandemia. Revista Multidisciplinar de Educação E Meio Ambiente, v. 2, n. 2, p. 10, 2021. https://doi.org/10.51189/rema/855. Retrieved from: https://editoraime.com.br/revistas/index.php/rema/article/view/855.

MARTINEZ, Flavia Wegrzyn Magrinelli; SILVA, Analígia Miranda da; COSTA, Ana Caroline Oliveira. Precariedades e incertezas: trabalho docente do professor iniciante em tempos de covid-19. Linhas Críticas, v. 27, e39036, 2021. DOI: 10.26512/lc27202139036. Retrieved from: https://periodicos.unb.br/index.php/linhascriticas/article/view/39036.

MIGUEL, Carla; CASTRO, Luísa; SANTOS, José Paulo Marques dos; SERRÃO, Carla; DUARTE, Ivone. Impact of COVID-19 on Medicine Lecturers’ Mental Health and Emergency Remote Teaching Challenges. International Journal of Environmental Research and Public Health, v. 18, n. 13, 6792, 2021. DOI: https://doi.org/10.3390/ijerph18136792. Retrieved from: https://www.mdpi.com/1660-4601/18/13/6792.

MISHRA, Lokanath; GUPTA, Tushar; SHREE, Abha. Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic. International Journal of Educational Research Open, v. 1, n. 1, 100012, 2020. DOI: https://doi.org/10.1016/j.ijedro.2020.100012. Retrieved from: https://www.sciencedirect.com/science/article/pii/S2666374020300121?via%3Dihub.

MOUSTAKAS, Louis; ROBRADE, Denise. The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education. Challenges, v. 13, n. 1, 9, 2022. DOI: https://doi.org/10.3390/challe13010009. Retrieved from: https://www.mdpi.com/2078-1547/13/1/9.

OLIVEIRA, Ana Beatriz. Educação em tempos de pandemia: o uso da tecnologia como recurso educacional. Revista Pedagogia em Ação, Belo Horizonte, v. 13, n. 1, p. 279-287, 2020. Retrieved from: http://periodicos.pucminas.br/index.php/pedagogiacao/article/view/23770.

OLIVEIRA, Julia; NUNES, Wilson; MELO, Cecília Magnabosco; FRANÇA, Cristiana Marinho de Jesus; BARBOSA, Dayse Vieira Santos; RODRIGUES, Fábio Fernandes; FONTOURA, Humberto de Sousa; MACEDO, Juliane; SILVA, Rúbia Mariano da; VILAR, Welton Dias Barbosa. Revisão integrativa de literatura: monitoria acadêmica medicina COVID 19. Anais Do Seminário de Atualização de Práticas Docentes, v. 3, n. 2, 126-129, 2021. Retrieved from: http://anais.unievangelica.edu.br/index.php/praticasdocentes/article/view/6998.

OriginPro, version 2019b for Windows (64-bit). OriginLab Corporation, Northampton, MA, USA.

PALÚ, Janete; SCHÜTZ, Jenerton Arlan; MAYER, Leandro (org.). Desafios da educação em tempos de pandemia. Editora Ilustração, 2020. DOI: 10.46550/978-65-991146-9-4.

QUEIROZ-NETO, José Pinheiro de; ANDRADE, Alexandra Nascimento de; SOUZA, Clisivânia Duarte de; CHAGAS, Emanuelle Lorena Teixeira. Avaliação formativa: estratégia no ensino remoto na pandemia de covid-19. Estudos Em Avaliação Educacional, v. 33, p. e08463, 2022. DOI: https://doi.org/10.18222/eae.v33.8463. Retrieved from: https://publicacoes.fcc.org.br/eae/article/view/8463.

ROSE, Suzanne. Medical Student Education in the Time of COVID-19. JAMA, v. 323, n. 21, p. 2131-2132, 2020. DOI: https://doi.org/10.1001/jama.2020.5227. Retrieved from: https://jamanetwork.com/journals/jama/fullarticle/2764138.

SILVA, Carla Marins; TORIYAMA, Aurea Tamami Minagawa; CLARO, Heloísa Garcia; BORGHI, Camila Amaral; CASTRO, Thaís Rojas; SALVADOR, Pedro Ivo Camacho Alves. COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education. Revista Gaúcha de Enfermagem, Porto Alegre, v. 42, n. spe, e20200248, 2021. DOI: https://doi.org/10.1590/1983-1447.2021.20200248. Retrieved from: https://www.scielo.br/j/rgenf/a/yHrLzPVB7ZwpDN3QH3FnQkG/?lang=en.

SILVA, Mariana Paiva Damasceno; MELO, Marlene Catarina De Oliveira Lopes; MUYLDER, Cristiana Fernandes de. Educação a distância em foco: um estudo sobre a produção científica brasileira. RAM. Revista de Administração Mackenzie, v. 16, n. 4, p. 202-230, 2015. DOI: https://doi.org/10.1590/1678-69712015/administracao.v16n4p202-230. Retrieved from: https://www.scielo.br/j/ram/a/NBrjWSWJKnnbgfDjTTxbMth/?lang=pt.

SRIVASTAVA, Supraja; JACOB, Jenny; CHARLES, Aby; DANIEL, Priyanka; MATHEW, John; SHANTHI, Pauline; DEVAMANI, Kiran; MAHASAMPATH, Gowri; RABI, Suganthy. Emergency remote learning in anatomy during the COVID-19 pandemic: A study evaluating academic factors contributing to anxiety among first year medical students. Medical Journal Armed Forces India, v. 77, S90-S98, 2021. DOI: https://doi.org/10.1016/j.mjafi.2020.12.012. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0377123720302720?via%3Dihub.

TELES, Nayana; GOMES, Tiago Pereira; VALENTIM, Fabrício. Universidade multicampi em tempos de pandemia e os desafios do ensino remoto. Revista de Estudos Em Educação e Diversidade – REED, v. 2, n. 4, p. 1-24, 2021. DOI: https://doi.org/10.22481/reed.v2i4.8151. Retrieved from: https://periodicos2.uesb.br/index.php/reed/article/view/8151.

TORDA, Adrienne; VELAN, Gary; PERKOVIC, Vlado. The impact of the COVID ‐19 pandemic on medical education. Medical Journal of Australia, 2020. DOI: https://doi.org/10.5694/mja2.50705. Retrieved from: https://onlinelibrary.wiley.com/doi/full/10.5694/mja2.50705.