Authors
Joviana Quintes Avanci, Isabella Fernandes Delgado, Enirtes Caetano Prates Melo, Gideon Borges Dos Santos, Rondineli Mendes da Silva, Vera Lucia Luiza, Luciane Stochero, Susi Franco Moutinho Pinheiro, Reinaldo Souza-Santos
Published in
Ciencia & saude coletiva. Volume 31. Issue 5. Pages e09252024. Epub Mar 02, 2025.
Abstract
Emergency remote teaching (ERT) brought reflections on pedagogical practices, which is mediated by digital technologies. The aim is to analyze associated factors with ERT in the learning process, from the perspective of postgraduate health students at the Fiocruz. A secondary database was used in the context of the Lato (LS) and Stricto Sensu (SS). 736 students participated (302 from LS and 434 from SS) with active registration between 2020-2022. An anonymous digital questionnaire was applied about student profile, organization/experience with remote teaching, institutional relationship and impact of ERT on the learning process. A crude and bivariate adjusted logistic regression model was used. The results show that the loss of theoretical (RC 0.15 LS and RC 0.05 SS) and theoretical-practical (RC 0.18 LS and RC 0.28 SS) had less chance of having a positive impact on learning, thus as regular (RC 0.32 LS and RC 0.15 SS) and poor (RC 0.09 LS) interaction with teachers. Attending most remote classes at home/other spaces was 3.44 more likely to have a positive impact on LS students, as was receiving support from the Institution (OR 2.58); in the SS, the result was the opposite. The results reveal fundamental elements of teaching mediated by educational technologies in postgraduate studies.
PMID:
42385071
Bibliographic data and abstract were imported from PubMed on 02 Jul 2026.
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