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Pandemia COVID-19 e o ensino à distância : qual a perspetiva dos alunos do ciclo clínico da FMUL?
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Introdução: A área educacional foi inequivocamente uma das mais afetadas pela pandemia SARS-CoV-2. As faculdades de medicina viram-se obrigadas a desenvolver planos de contingência, convertendo métodos de ensino presenciais num ensino predominantemente à distância. Na Faculdade de Medicina da Universidade de Lisboa (FMUL) este processo foi concretizado com grande efetividade, integrando adaptações da metodologia letiva e da avaliação de conhecimentos, em todos os níveis de ensino. O seu eventual impacto formativo no ciclo clínico é ainda indeterminado, considerando-se relevante conhecer a perspetiva dos alunos neste estadio formativo, relativamente a novos formatos de ensino à distância, decorrente da experiência recente.
Objetivos: O presente estudo pretende ser um contributo preliminar para a caraterização do impacto das metodologias do ensino à distância na formação médica clínica, focando-se na perspetiva do aluno, área de escassa evidência.
Objetivos específicos:
1. Caraterização da perspetiva dos alunos em relação às aulas em formato videoconferência (VC);
2. Caraterização da perspetiva dos alunos relativamente à utilização de plataformas online como método de avaliação.
3. Avaliação de eventual associação entre a avaliação final de conhecimentos em cenários letivos com aulas por VC versus formato convencional (em dois períodos letivos distintos).
Metodologia: Estudo descritivo transversal; aplicação de questionário on-line (componentes semi-quantitativa/escala Likert e qualitativa), a uma amostra representativa do universo de alunos do Mestrado Integrado em Medicina da FMUL, que frequentaram o 4º e 5º anos no ano letivo 2019/2020.
Resultados: Os resultados demonstraram uma vivência globalmente positiva dos alunos em relação às aulas por VC e parecem sugerir o interesse da sua implementação no futuro para aulas teóricas. O método de avaliação utilizado gerou uma apreciação menos positiva associando-se a um decréscimo de pelo menos um valor nas classificações médias em 3 dos 11 módulos dos dois anos clínicos quando comparado com o semestre com aulas em ensino presencial.
The educational field was certainly one of the most affected by the SARS-CoV-2 pandemic. Medical schools were forced to develop contingency plans, making the transition from a face-to-face teaching method into on-line teaching/classes. At FMUL this process was implemented with great efficiency, integrating adaptations of teaching methodology and knowledge assessment at all education levels. The potential formative impact on the clinical years is still undetermined, and thus it is relevant to get insights about the student’s perspective regarding these new learning methods. Aims: This study is intended to be a preliminary contribution to the characterization of the impact of on-line learning methods to medical education, focusing on the student’s perspective from their recent experience. Specific objectives: 1. Characterization of the student’s perspective concerning classes through videoconference (VC); 2. Characterization of the student’s perspective concerning the use of on-line platforms as an evaluation method; 3. Assessment of the eventual association between the evaluation method in lective scenarios using videoconference versus using conventional classes (in two different academic terms) Methodology: Cross-sectional descriptive study; application of an online questionnaire (semi-quantitative/Likert scale and qualitative component) to a representative sample of the universe of the 4th and 5th year medical students at FMUL, 2019/2020 academic year. Results and Comments: The results showed an overall positive experience appreciated by the students regarding VC classes, suggesting that they might be used as tool for future theoretical classes. The selected evaluation method was regarded less favourably, and it resulted in a grade decrease of the average classification in 3 out of 11 modules when compared to the conventional classes term.
The educational field was certainly one of the most affected by the SARS-CoV-2 pandemic. Medical schools were forced to develop contingency plans, making the transition from a face-to-face teaching method into on-line teaching/classes. At FMUL this process was implemented with great efficiency, integrating adaptations of teaching methodology and knowledge assessment at all education levels. The potential formative impact on the clinical years is still undetermined, and thus it is relevant to get insights about the student’s perspective regarding these new learning methods. Aims: This study is intended to be a preliminary contribution to the characterization of the impact of on-line learning methods to medical education, focusing on the student’s perspective from their recent experience. Specific objectives: 1. Characterization of the student’s perspective concerning classes through videoconference (VC); 2. Characterization of the student’s perspective concerning the use of on-line platforms as an evaluation method; 3. Assessment of the eventual association between the evaluation method in lective scenarios using videoconference versus using conventional classes (in two different academic terms) Methodology: Cross-sectional descriptive study; application of an online questionnaire (semi-quantitative/Likert scale and qualitative component) to a representative sample of the universe of the 4th and 5th year medical students at FMUL, 2019/2020 academic year. Results and Comments: The results showed an overall positive experience appreciated by the students regarding VC classes, suggesting that they might be used as tool for future theoretical classes. The selected evaluation method was regarded less favourably, and it resulted in a grade decrease of the average classification in 3 out of 11 modules when compared to the conventional classes term.
Descrição
Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2021
Palavras-chave
Educação médica COVID-19 Aulas por videoconferência Ensino à distância Perspetiva dos alunos