Impactos da pandemia da covid-19 no ensino de fisiologia na pós-graduação - desafios e perspectivas

Abstract

Faced with the COVID-19 pandemic declaration, in March 2020, the academic community had to replan its routines, classes and ways of relating, remotely managing the complexities previously experienced in person. Identify the difficulties and opportunities experienced, as well as the perspectives of the faculty of the Multicenter Graduate Program in Physiological Sciences in relation to the teaching-learning process, in view of the imposed transition from a face-to-face teaching model to an emergency remote model. Professors were invited to fill out an online questionnaire that sought information about their perceptions regarding the teaching-learning process in physiology during the pandemic period, with the frequency of responses issued using the Likert scale.. The sections of the instrument raised questions about the participation of professors in lectures, courses and/or workshops focused on specific methodologies for the emergency remote teaching modality, disciplines taught, platforms used and the forms of evaluation that were employed. A comparison of the emergency remote teaching modality and the face-to-face teaching modality was also carried out, as well as the perspective regarding the return of face-to-face teaching activities. Complementing the questions, participants were able to expose, in open fields, their opinions on the challenges of the transition to remote teaching and the perspectives for teaching physiology in graduate school after the pandemic. 34 professors answered the questionnaire, 67.6% (n=23) female and with a mean age of 44.06 ± 7.89 years. Regarding the profile of the sample, 29% (n=11) had a doctorate in the field of Physiology, 38.2% (n=13) had 10 years or more of teaching in graduate school and 35.3% (n=12) 1 to 3 years as a teacher in the program; 82% (n=28) taught courses in emergency remote teaching mode and 68% (n=19) with only theoretical workload. Regarding their qualification, 65.6% (n=21) received some type of training for the use of information and communication technologies. The continuity of teaching in the Multicentric Postgraduate Program in Physiological Sciences during the pandemic period was quickly redefined and also under the responsibility of teachers, through the creation of home offices, adaptation of content and carrying out previous training. We highlight the viability of blended learning after the return of face-to-face teaching activities, being considered the most relevant point resulting from emergency remote teaching.