CURSOS DE ANATOMIA POR ENSINO REMOTO DURANTE A PANDEMIA: EXPERIÊNCIA DE ESTUDANTES

Abstract

The pandemic imposed by the coronavirus in 2020 required Universities around the world to adapt their teaching methods. In this way, as the Human Anatomy courses at the Universidade Federal da Paraíba migrate their activities to the online format, teachers and students in the health area experience a transition period between face-to-face and remote teaching. This work wants to find out the stundents’ experience in the UFPB’s Anatomy courses, offered by digital plataforms, during COVID-19. For this, we want to describe the sociodemographic profile of students in the pandemic context, their conditions of access to the internet and adaptation to the virtual learning environment (Moodle); as well as analyzing the characteristics of access to the internet and the Moodle platform according to the sociodemographic profile of the participants and the impact of internet conditions and location on the use of remote courses. The sample consisted of 140 students, 76.4% female, with a median age of 21 years, 50.7% came from cities with up to 500 thousand inhabitants, 43.5% had a family income greater than or equal to 4. A portion of access (47.1%) of patients is likely to access the internet during the pandemic. Family income was associated with difficulties in accessing the internet. Despite having fixed internet at home, most students (59.3%) shared the network with four or more people. The evaluation of internet quality in asynchronous classes was better than in synchronous classes. Income and local workshop interfere in the evaluation of the quality of the internet in classes as asynchronous and synchronous. Even though it was not previously used by students, Moodle was easy to adapt (94.3%) and most students indicate the use of the platform in other contexts (92.8%). The assessment of the quality of learning is not related to the perception of learning on synchronous and asynchronous class’ and family income, that presents respectively 0.417, 0.27, and 0.676 p value. Therefore, the assimilation of the platform as a complementary tool for theoretical teaching is suggested