einstein (São Paulo). 25/jul/2023;21:eAO0101.

Changes in the methodology of medical teaching due to the COVID-19 pandemic

Alexandre Pedro

Nicolini

, Fausto Santana

Celestino

, Carlos Eduardo da Silveira

Franciozi

, Carlos Vicente

Andreoli

, Nacime Salomão Barbachan

Mansur

DOI: 10.31744/einstein_journal/2023AO0101

Highlights

Teaching method preferences of medical students 162 and teachers 71 were evaluated.

Both groups showed high satisfaction and a sense of learning in virtual classes.

The virtual method resulted in worse retention of attention.

The virtual method also showed higher interference from the external environment.

ABSTRACT

Objective

To evaluate the perceptions of students and teachers regarding remote teaching modality in comparison with the traditional face-to-face method.

Methods

In this observational, retrospective, comparative, single-center study, questionnaires containing three major assessment domains were sent to two groups: university professors and undergraduate and graduate students. The first domain collected demographic and general data on the platforms used. The second and third domains contained questions that compared the perception of the quality of information offered by the two systems.

Results

Between May and September 2020, 162 students and 71 teachers participated in the study. A greater proportion of students demonstrated previous contact with the online method, while professors had presented a greater number of courses. Most participants reported that their expectations regarding the remote teaching method were met (students, 80.3%; teachers, 94.4%). A significant number of students (83.3%) and teachers (88.7%) rated the classes as easier to attend and manage. Despite difficulties, such as concentration retention, most of the participants agree (at least partially) that the format should be maintained.

Conclusion

The remote teaching methodology, although still incipient in Brazil, has become a reality in light of current health restrictions. Our study demonstrated a high level of overall satisfaction and a high sense of learning from both students and faculty. However, new challenges associated with this system have been identified, such as retention of attention and interference from the external environment. Longitudinal comparative studies that incorporate various aspects of medical education in all cycles are necessary to corroborate the findings of this study.

Design

Retrospective comparative study, level III evidence.