REVIEW OF MEDICINE GRADUATES ABOUT REMOTE TEACHING OF EMERGENCIES AND EMERGENCIES DURING THE COVID-19 PANDEMIC IN NORTHEASTERN BRAZIL

• DOI: 10.22533/at.ed.1593122313028

• Palavras-chave: Emergencies. Medical Education. Online learning. Surveys and Questionnaires. pandemic of COVID-19.

• Keywords: Emergencies. Medical Education. Online learning. Surveys and Questionnaires. pandemic of COVID-19.

• Abstract:

  The objective of this study was to identify the appreciation of students of the undergraduate course in medicine at ‘‘Universidade Federal da Paraíba’’ (UFPB) regarding disciplines of urgencies and clinical emergencies taught under the Remote Emergency Teaching (EER) modality in additional periods during the pandemic. of coronavirus disease 2019 (COVID-19). An observational and cross-sectional study, with a quantitative approach, was carried out online based on the application of a questionnaire using the Google Forms application. The sample consisted of 108 students from UFPB, João Pessoa-PB, Brazil, who attended two disciplines of clinical urgency and emergency. The mean age was 22.8 (± 3.9 years), 56 were female (51.9%). Most declared themselves white (51.9%), living with their parents (70.4%) and coming from the city of João Pessoa (55.6%). Most dedicated themselves exclusively to student life (81.5%), single (96.3%) and family with an average per capita income of R$ 2,762.13. It was observed that 59 participants (54.7%) stated that they preferred Attendance teaching, which was an unexpected result, as it was believed that a higher percentage would have such a preference, when it comes to courses on urgencies and emergencies, which are eminently practical. A positive association was found between white race/color and preference for the EER, which may be associated with the issue of social inequalities. There was a report of good digital ability by most students, with ease in following classes and carrying out activities in the EER (60%). The main Advantages of the EER reported were Flexible schedule (76.9%), Convenience (84.3%), Safety (64.8%) and access to content (60.2%). The main Disadvantages related to the EER were greater mental concentration (63.9%) and home environment tasks that interfered in the classes (51.9%). It is concluded that the appreciation of students was favorable among white students with easy logistical access to the internet, a frequency lower than expected in relation to the preference for teaching Attendance for urgent and emergency subjects, with Advantages and Disadvantages in relation to teaching Remote. These results suggest that blended learning could be evaluated in the learning of medical students after the pandemic.