Metodologias alternativas no ensino de técnicas cirúrgicas durante a pandemia do Covid-19

Abstract

The COVID-19 pandemic reshaped teaching-learning conditions, requiring students and education professionals to make various adjustments. The development of methodologies capable of replacing the traditional model of teaching surgical technique has become essential so that the training of academics is not outdated and incomplete in a pandemic moment. The work aimed to propose active teaching-learning methodologies in emergency remote teaching, in the discipline of Surgical Techniques, of the Veterinary Medicine course at the State University of Maranhão, evaluating their impact on the training of students. To evaluate the methodology used, a quantitative survey was carried out, virtually, through the Google Forms application, between april and july 2021. The results showed that the methodology applied in this study was fully accepted by 69.2% and partially by 23.1% of the students, indicating a good adaptation. Among the resources used in the discipline, the ones with the highest percentage of appreciation were: the forwarding of videos with didactic demonstration of the techniques presented (76.9%) and monitoring by the teacher via WhatsApp (96.2%); real-time monitoring of patients (84.6%); training in maneuvers and techniques on cadavers (72.7%). From the practices in the veterinary hospital, 50% of the students indicated they had greater confidence in performing the techniques presented and, after training on cadavers, 63.6% of the participants felt more skillful and confident in relation to the maneuvers presented. We conclude that the emergency adaptation of the Surgical Techniques discipline allows students to have adequate contact with the programmed contents, without loss in the execution of the pedagogical project. It is possible to adapt the theoretical classes, in a virtual environment, evaluations and practical classes with reduced occupancy and respecting the regulations incited by the pandemic of COVID-19, so that learning would not be compromised with the sudden change in the implemented methodology.