Avaliação da monitoria em anatomia humana para alunos de farmácia da UFRN durante a pandemia de COVID-19.

Abstract

During the covid-19 pandemic, students in the health area have been facing several difficulties related to the study of human morphology. With the mandatory distancing imposed in order to prevent the spread of the disease, the learning that previously relied on theoretical and practical face-to-face classes, with direct contact with cadavers and anatomical pieces, there was an abrupt interruption of these activities, requiring the use of different online methodologies and the active action of academic monitoring, in order to improve the learning of human anatomy. In this sense, this study aimed to evaluate the activities of the academic monitoring of the Human Anatomy discipline for the Pharmacy course at the Federal University of Rio Grande do Norte in the pandemic period, as well as to evaluate the academic performance of these students in the different modalities of remote (semester 2021.1), hybrid (2021.2) and face-to-face (2022.1) teaching. The study included 120 students enrolled in the MOR0048 discipline, over 18 years of age, entering the course. To evaluate the monitoring, a questionnaire with 18 questions was used and to analyze the academic performance, the data of approval and failure were collected from SIGAA. For all analyses, the results were expressed as mean ± standard error of the mean. Analysis of variance (ANOVA) followed by Tukey's test was used, and the level of significance adopted was 5%. Of the 120 students, 22.4% were in remote education, 40.0% in hybrid and 33.6% in face-to-face. Most students were female in remote (71.4%) and hybrid (66.7%) education, with no difference in terms of gender in the face-to-face class. In the evaluation of the activities of the human anatomy monitoring for all questions, the approval rate was higher than 75%, regardless of the modality of the teaching modality. Virtual monitoring activities during the covid-19 pandemic were developed on the platforms and 96.43% of remote teaching, 88.0% of hybrid and 59.52% of face-to-face learning participated in Instagram activities. No Kahoot! 67.86% of the students in remote education, 78.0% in hybrid education and 90.48% in face-to-face education participated. On Google meet, 78.57% of remote students, 48.0% of hybrid students and 52.38% of face-to-face students participated in the activities. The platform with the most participation was Kahoot! in remote and face-to-face teaching classes, while in hybrid teaching it was Instagram. As for academic performance, most students in remote education were (86.67%) and in hybrid education (68.75%) were approved by average (average ≥ 7.0) while in face-to-face 57.78% of students were approved by grade (average between 5.0 and 6.9). The results obtained demonstrate that the academic monitoring in the human anatomy discipline was well developed, since it was well evaluated in all questions. This fact must have contributed to the teaching-learning process, but despite the approval rates, this result is not reliable to evaluate learning, since with the evaluations being carried out in the digital environment, many students may have benefited from some resource to help them during the tests. In any case, the results foster the importance of academic monitoring in the discipline, even when it is developed online.