Health professions’ perspective on emergency remote education

• Published in: Higher education, skills and work-based learning skills and work-based learning, 2024-04, Vol.14 (2), p.255-270
• Main Authors: Ribeiro, Cleide Gisele, Ramos, Plinio dos Santos, Bechara, Raimundo Nonato, de Oliveira, Juliano Machado, de Almeida, Erika Bicalho, Miguel, Soraida Sozzi, Ricardo, Djalma Rabelo, de Oliveira, Rodrigo Guerra
• Format: Article
• Language: English
• Subjects: COVID-19; Distance learning; Educational Environment; Higher education; Learning Processes; Medical education; Pandemics; School environment; Student attitudes; Taxonomy; Teaching methods
• ISSN: 2042-3896; 2042-390X
• DOI: 10.1108/HESWBL-01-2023-0019

PurposeThe COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops.Design/methodology/approachInitially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students’ level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov–Smirnov test.FindingsAlthough the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning.Originality/valueTeaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education.