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

Autores/as

Hugo Valério Corrêa de Oliveira Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil. https://orcid.org/0000-0002-6095-7993
Ridel Campos Carvalho Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil. https://orcid.org/0000-0002-1917-2860
Noemi Figueiredo do Nascimento Universidade do Estado do Amazonas (UEA), Manaus, AM, Brasil. https://orcid.org/0000-0003-0567-1746
Márcia Rúbia Silva Melo 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

Palabras clave:

educación en salud, COVID-19, enseñanza superior

Resumen

Durante la pandemia de COVID-19, se produjo un cambio global hacia la educación remota. Este estudio investigó el impacto de la enseñanza remota en estudiantes de salud en una universidad pública en Amazonas, Brasil. Los participantes fueron estudiantes de Enfermería, Medicina y Odontología, sometidos a aprendizaje completamente a distancia. Se recopilaron datos en línea y se realizaron análisis estadísticos. Participaron 175 estudiantes en total, representando el 17,6% de Enfermería, el 20,6% de Medicina y el 19,7% de Odontología. La mayoría eran mujeres (68,0%) y se inscribieron a través del sistema de admisión de la capital (65,1%). El 46,3% de los estudiantes informaron sentirse perjudicados con frecuencia por la enseñanza remota. Según la percepción de los estudiantes, la mayoría de los profesores no estaban preparados adecuadamente para la educación a distancia y las estrategias educativas activas resultaron ineficaces; la falta de motivación de los propios estudiantes también fue reportada. Sin embargo, la tutoría académica recibió evaluaciones positivas. En este escenario, el 48,0% de los estudiantes experimentaron un impacto negativo en su rendimiento académico, siendo la preocupación por la transmisión del virus y las infecciones familiares factores significativos. Estos resultados destacan la necesidad de más investigaciones para comprender la verdadera naturaleza de los resultados del aprendizaje remoto y orientar las prácticas educativas futuras. Es crucial preparar adecuadamente a los profesores para la educación a distancia y desarrollar estrategias efectivas que promuevan la motivación y mejoren el desempeño académico en situaciones de crisis como la pandemia de COVID-19.

Biografía del autor/a

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 Campos Carvalho, 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 Figueiredo do Nascimento, 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 Rúbia Silva Melo, 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.

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