During the COVID-19 pandemic, the use of information and communication technologies (ICT) was intensified. This study aimed to investigate the incorporation of ICT in the teaching-learning process by teachers, undergraduate and graduate Medicine students from Brazilian public and private institutions, before and during the COVID-19 pandemic. Cross-sectional survey was used to perform this research, with data collection carried out from May to September 2020. Data were analyzed using descriptive statistics and thematic analysis. There were 242 participants: 153 undergraduate students, 19 graduate students, and 70 faculty members. The participants considered that the support provided by their educational institutions in 2020 for the use of ICT was âgoodâ (44.2%, 107/242) or âexcellentâ (22.3%, 54/242). The technologies most often used in 2020 were virtual learning environments (79.8%, 193/242) and videoconferences (77.7%, 188/242). The majority of respondents prefer the âclassroom-basedâ modality (50.4%, 122/242), followed by those who prefer the occasional use of ICT (22.3%, 54/242). The participants registered 171 perceptions related to the use of ICT as a pedagogical resource and its importance during the pandemic. The respondents recognized the complementary use of ICT in their academic activities and considered that the institutional support was adequate. No financial difficulties were reported, but participants mentioned lack of training and limited use of ICT in practical activities. To overcome such gaps, the use of ICT should take into account preferences and specificities of medical education, for which institutions have to prepare themselves pedagogically.@en
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This study aimed to investigate the incorporation of ICT in the teaching-learning process by teachers, undergraduate and graduate Medicine students from Brazilian public and private institutions, before and during the COVID-19 pandemic. Cross-sectional survey was used to perform this research, with data collection carried out from May to September 2020. Data were analyzed using descriptive statistics and thematic analysis. There were 242 participants: 153 undergraduate students, 19 graduate students, and 70 faculty members. The participants considered that the support provided by their educational institutions in 2020 for the use of ICT was âgoodâ (44.2%, 107/242) or âexcellentâ (22.3%, 54/242). The technologies most often used in 2020 were virtual learning environments (79.8%, 193/242) and videoconferences (77.7%, 188/242). The majority of respondents prefer the âclassroom-basedâ modality (50.4%, 122/242), followed by those who prefer the occasional use of ICT (22.3%, 54/242). The participants registered 171 perceptions related to the use of ICT as a pedagogical resource and its importance during the pandemic. The respondents recognized the complementary use of ICT in their academic activities and considered that the institutional support was adequate. No financial difficulties were reported, but participants mentioned lack of training and limited use of ICT in practical activities. To overcome such gaps, the use of ICT should take into account preferences and specificities of medical education, for which institutions have to prepare themselves pedagogically.] => 0 ) [1] => Array ( [During the COVID-19 pandemic, the use of information and communication technologies (ICT) was intensified. This study aimed to investigate the incorporation of ICT in the teaching-learning process by teachers, undergraduate and graduate Medicine students from Brazilian public and private institutions, before and during the COVID-19 pandemic. Cross-sectional survey was used to perform this research, with data collection carried out from May to September 2020. Data were analyzed using descriptive statistics and thematic analysis. There were 242 participants: 153 undergraduate students, 19 graduate students, and 70 faculty members. The participants considered that the support provided by their educational institutions in 2020 for the use of ICT was ‘good’ (44.2%, 107/242) or ‘excellent’ (22.3%, 54/242). The technologies most often used in 2020 were virtual learning environments (79.8%, 193/242) and videoconferences (77.7%, 188/242). The majority of respondents prefer the ‘classroom-based’ modality (50.4%, 122/242), followed by those who prefer the occasional use of ICT (22.3%, 54/242). The participants registered 171 perceptions related to the use of ICT as a pedagogical resource and its importance during the pandemic. The respondents recognized the complementary use of ICT in their academic activities and considered that the institutional support was adequate. No financial difficulties were reported, but participants mentioned lack of training and limited use of ICT in practical activities. To overcome such gaps, the use of ICT should take into account preferences and specificities of medical education, for which institutions have to prepare themselves pedagogically.] => 0 ) ) [es] => Array ( [0] => Array ( [Durante la pandemia de COVID-19, se intensificó el uso de tecnologías de la información y la comunicación (TIC). Este estudio tuvo como objetivo investigar la incorporación de las TIC en el proceso de enseñanza-aprendizaje por parte de docentes, estudiantes de grado y posgrado de Medicina de instituciones públicas y privadas brasileñas, antes y durante la pandemia de COVID-19. Se adoptó una encuesta transversal para esta investigación, con recolección de datos, realizada de mayo a septiembre de 2020. Los datos fueron analizados mediante estadística descriptiva y análisis temático. Participaron 242 personas: 153 estudiantes de pregrado, 19 estudiantes de posgrado y 70 profesores. Los participantes consideraron que el apoyo brindado por sus instituciones educativas en 2020 para el uso de las TIC fue bueno (44,2 %, 107/242) o excelente (22,3 %, 54/242). Las tecnologías más utilizadas en 2020 fueron los entornos de aprendizaje virtual (79,8 %, 193/242) y las videoconferencias (77,7 %, 188/242). La mayoría de los encuestados prefiere la modalidad presencial (50,4 %, 122/242), seguida de los que prefieren el uso ocasional de las TIC (22,3 %, 54/242). Los participantes registraron 171 percepciones relacionadas con el uso de las TIC como recurso pedagógico y su importancia durante la pandemia. Los participantes reconocieron el uso complementario de las TIC en sus actividades académicas y consideraron que el apoyo institucional fue adecuado. No se informaron dificultades financieras, pero los participantes mencionaron la falta de formación y el uso limitado de las TIC en actividades prácticas.] => 0 ) ) ) [hasID] => Array ( [nn] => Array ( [0] => Array ( [oai:ojs.localhost:article/1836] => 0 ) [1] => Array ( [oai:acimed.sld.cu:article/1836] => 0 ) ) ) [hasRegisterId] => Array ( [pt] => Array ( [0] => Array ( [http://www.rcics.sld.cu/index.php/acimed/article/view/1836] => 0 ) [1] => Array ( [https://acimed.sld.cu/index.php/acimed/article/view/1836] => 0 ) ) ) [hasSource] => Array ( [pt] => Array ( [0] => Array ( [Revista Cubana de Información en Ciencias de la Salud; Vol. 33 (2022): Publicación continua] => 0 ) [1] => Array ( [2307-2113] => 0 ) ) ) [hasTitle] => Array ( [en] => Array ( [0] => Array ( [Brazilian medical education and the incorporation of technologies before and during the COVID-19 pandemic] => 0 ) ) [es] => Array ( [0] => Array ( [La educación médica brasileña y la incorporación de tecnología antes y durante la pandemia de COVID-19] => 0 ) ) ) [hasUrl] => Array ( [pt] => Array ( [0] => Array ( [http://www.rcics.sld.cu/index.php/acimed/article/view/1836/pdf] => 0 ) [1] => Array ( [https://acimed.sld.cu/index.php/acimed/article/view/1836/pdf] => 0 ) ) [nn] => Array ( [0] => Array ( [https://acimed.sld.cu/index.php/acimed/article/view/1836] => 0 ) [1] => Array ( [https://acimed.sld.cu/index.php/acimed/article/view/1836/pdf] => 0 ) [2] => Array ( [https://doi.org/10.1111/medu.14172] => 0 ) [3] => Array ( [https://doi.org/10.30651/jqm.v4i2.5000] => 0 ) [4] => Array ( [https://doi.org/10.1136/bmjopen-2020-042378] => 0 ) [5] => Array ( [https://doi.org/10.18203/2394-6040.ijcmph20202545] => 0 ) [6] => Array ( [https://doi.org/10.1007/s40670-020-01063-3] => 0 ) [7] => Array ( [https://doi.org/10.1016/j.anndiagpath.2020.151612] => 0 ) [8] => Array ( [https://doi.org/10.36834/cmej.70240] => 0 ) [9] => Array ( [https://doi.org/10.1007/s40670-020-01114-9] => 0 ) [10] => Array ( [https://doi.org/10.1177/0163278720939302] => 0 ) [11] => Array ( [https://doi.org/10.7759/cureus.8791] => 0 ) [12] => Array ( [https://pubmed.ncbi.nlm.nih.gob/33236581] => 0 ) [13] => Array ( [https://doi.org/10.1007/s40037-020-00596-y] => 0 ) [14] => Array ( [https://pressbooks.bccampus.ca/teachinginadigitalagev2/] => 0 ) [15] => Array ( [https://doi.org/10.1016/j.jbi.2019.103208] => 0 ) [16] => Array ( [https://doi.org/10.1177/1049732305276687] => 0 ) [17] => Array ( [https://doi.org/10.1016/j.bushor.2016.03.008] => 0 ) [18] => Array ( [http://www.who.int/hrh/documents/14126-eLearningReport.pdf] => 0 ) [19] => Array ( [https://www.timeshighereducation.com/news/brazilian-universities-struggle-go-online-amid-covid-denial] => 0 ) [20] => Array ( [https://doi.org/10.1007/s40037-020-00592-2] => 0 ) [21] => Array ( [https://doi.org/10.1007/s40037-020-00622-z] => 0 ) ) ) [prefLabel] => Array ( [pt] => Array ( [0] => Array ( [Oai:ojs.localhost:article/1836#00074] => 0 ) ) ) [hasDOI] => Array ( [nn] => Array ( [0] => Array ( [10.1007/s10916-020-01559-w] => 0 ) ) ) )
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