Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil

Detalhes bibliográficos
Autor(a) principal: Lauria, Andrezza
Data de Publicação: 2021
Outros Autores: Mayrink, Gabriela, Liberato, Fernanda Mayrink Gonçalves, Pinto, Clarice Maia Soares de Alcântara, Silva, Patrick Filgueiras da, Nascimento, Lucas Rodrigues
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/24451
Resumo: With the social distancing required by the coronavirus (COVID-19) pandemic, the creation of a new pedagogical model became a sudden challenge for educational institutions. This study sought to assess health science professors’ experiences and perceptions during the COVID-19 pandemic. An epidemiological, descriptive, cross-sectional, observational, and quantitative approach was applied and included the application of a structured and self-administered virtual questionnaire containing objective and multiple-choice questions on demographic data, online teaching activities, continuing education, learning environments, and difficulties faced. Seven questions from the Generalized Anxiety Disorder Screening Tool (GAD-7) were added to assess anxiety. One hundred and thirty-eight university professors in Brazil completed the questionnaire. Of these, 87 were employed by public institutions and 51 worked at private institutions. Geopolitical region in the country and university funding type were associated with universities’ ability or decision to offer courses online. Among the professors, being of female gender and a decrease in household income were the factors most closely associated with increased anxiety. Professors also reported difficulties in interacting with students online, the need to assume more childcare, and difficulty in concentrating at home to be the main barriers to successful online teaching.
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spelling Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil Enseñar a distancia durante la pandemia COVID-19: percepciones e impacto psicológico en profesores de ciencias de la salud en BrasilEnsino remoto durante a pandemia COVID-19: percepções e impacto psicológico em professores de ciências da saúde no BrasilDocentesCOVID-19Educação em saúdeAnsiedadeEnsino à distância.COVID-19DocentesEducación en saludAnsiedadEducación a distancia.FacultyCOVID-19Health educationAnxietyEducation, distance.With the social distancing required by the coronavirus (COVID-19) pandemic, the creation of a new pedagogical model became a sudden challenge for educational institutions. This study sought to assess health science professors’ experiences and perceptions during the COVID-19 pandemic. An epidemiological, descriptive, cross-sectional, observational, and quantitative approach was applied and included the application of a structured and self-administered virtual questionnaire containing objective and multiple-choice questions on demographic data, online teaching activities, continuing education, learning environments, and difficulties faced. Seven questions from the Generalized Anxiety Disorder Screening Tool (GAD-7) were added to assess anxiety. One hundred and thirty-eight university professors in Brazil completed the questionnaire. Of these, 87 were employed by public institutions and 51 worked at private institutions. Geopolitical region in the country and university funding type were associated with universities’ ability or decision to offer courses online. Among the professors, being of female gender and a decrease in household income were the factors most closely associated with increased anxiety. Professors also reported difficulties in interacting with students online, the need to assume more childcare, and difficulty in concentrating at home to be the main barriers to successful online teaching.Con el distanciamiento social que requería la pandemia del coronavirus (COVID-19), la creación de un nuevo modelo pedagógico se convirtió en un desafío repentino para las instituciones educativas. Este estudio buscó evaluar las experiencias y percepciones de los profesores de ciencias de la salud durante la pandemia de COVID-19. Se aplicó un enfoque epidemiológico, descriptivo, transversal, observacional y cuantitativo que incluyó la aplicación de un cuestionario virtual estructurado y autoadministrado que contiene preguntas objetivas y de opción múltiple sobre datos demográficos, actividades de enseñanza en línea, educación continua, entornos de aprendizaje, y dificultades enfrentadas. Se agregaron siete preguntas de la herramienta de detección de trastornos de ansiedad generalizada (GAD-7) para evaluar la ansiedad. Ciento treinta y ocho profesores universitarios de Brasil completaron el cuestionario. De estos, 87 fueron empleados por instituciones públicas y 51 trabajaron en instituciones privadas. La región geopolítica del país y el tipo de financiación universitaria se asociaron con la capacidad o la decisión de las universidades de ofrecer cursos en línea. Entre los profesores, ser de sexo femenino y una disminución de los ingresos familiares fueron los factores más estrechamente asociados con el aumento de la ansiedad. Los profesores también informaron que las dificultades para interactuar con los estudiantes en línea, la necesidad de asumir más cuidados de los niños y la dificultad para concentrarse en casa son las principales barreras para una enseñanza en línea exitosa.Com o distanciamento social exigido pela pandemia do coronavírus (COVID-19), a criação de um novo modelo pedagógico tornou-se um repentino desafio para as instituições de ensino. Este estudo buscou avaliar as experiências e percepções dos professores de ciências da saúde durante a pandemia COVID-19. Foi aplicada uma abordagem epidemiológica, descritiva, transversal, observacional e quantitativa, que incluiu a aplicação de um questionário virtual estruturado e autoaplicável contendo questões objetivas e de múltipla escolha sobre dados demográficos, atividades de ensino online, educação continuada, ambientes de aprendizagem, e as dificuldades enfrentadas. Sete perguntas da Ferramenta de Triagem de Transtorno de Ansiedade Generalizada (GAD-7) foram adicionadas para avaliar a ansiedade. Cento e trinta e oito professores universitários no Brasil responderam ao questionário. Destes, 87 trabalhavam em instituições públicas e 51 trabalhavam em instituições privadas. A região geopolítica do país e o tipo de financiamento da universidade foram associados à capacidade ou decisão das universidades de oferecer cursos online. Entre os professores, ser do sexo feminino e a diminuição da renda familiar foram os fatores mais associados ao aumento da ansiedade. Os professores também relataram dificuldades em interagir com os alunos online, a necessidade de assumir mais os cuidados com os filhos e a dificuldade de concentração em casa como as principais barreiras para o sucesso do ensino online.Research, Society and Development2021-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2445110.33448/rsd-v10i17.24451Research, Society and Development; Vol. 10 No. 17; e151101724451Research, Society and Development; Vol. 10 Núm. 17; e151101724451Research, Society and Development; v. 10 n. 17; e1511017244512525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/24451/21441Copyright (c) 2021 Andrezza Lauria; Gabriela Mayrink; Fernanda Mayrink Gonçalves Liberato; Clarice Maia Soares de Alcântara Pinto; Patrick Filgueiras da Silva; Lucas Rodrigues Nascimentohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLauria, AndrezzaMayrink, GabrielaLiberato, Fernanda Mayrink GonçalvesPinto, Clarice Maia Soares de AlcântaraSilva, Patrick Filgueiras daNascimento, Lucas Rodrigues 2022-01-01T11:11:08Zoai:ojs.pkp.sfu.ca:article/24451Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:43:00.073281Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
Enseñar a distancia durante la pandemia COVID-19: percepciones e impacto psicológico en profesores de ciencias de la salud en Brasil
Ensino remoto durante a pandemia COVID-19: percepções e impacto psicológico em professores de ciências da saúde no Brasil
title Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
spellingShingle Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
Lauria, Andrezza
Docentes
COVID-19
Educação em saúde
Ansiedade
Ensino à distância.
COVID-19
Docentes
Educación en salud
Ansiedad
Educación a distancia.
Faculty
COVID-19
Health education
Anxiety
Education, distance.
title_short Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
title_full Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
title_fullStr Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
title_full_unstemmed Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
title_sort Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
author Lauria, Andrezza
author_facet Lauria, Andrezza
Mayrink, Gabriela
Liberato, Fernanda Mayrink Gonçalves
Pinto, Clarice Maia Soares de Alcântara
Silva, Patrick Filgueiras da
Nascimento, Lucas Rodrigues
author_role author
author2 Mayrink, Gabriela
Liberato, Fernanda Mayrink Gonçalves
Pinto, Clarice Maia Soares de Alcântara
Silva, Patrick Filgueiras da
Nascimento, Lucas Rodrigues
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Lauria, Andrezza
Mayrink, Gabriela
Liberato, Fernanda Mayrink Gonçalves
Pinto, Clarice Maia Soares de Alcântara
Silva, Patrick Filgueiras da
Nascimento, Lucas Rodrigues
dc.subject.por.fl_str_mv Docentes
COVID-19
Educação em saúde
Ansiedade
Ensino à distância.
COVID-19
Docentes
Educación en salud
Ansiedad
Educación a distancia.
Faculty
COVID-19
Health education
Anxiety
Education, distance.
topic Docentes
COVID-19
Educação em saúde
Ansiedade
Ensino à distância.
COVID-19
Docentes
Educación en salud
Ansiedad
Educación a distancia.
Faculty
COVID-19
Health education
Anxiety
Education, distance.
description With the social distancing required by the coronavirus (COVID-19) pandemic, the creation of a new pedagogical model became a sudden challenge for educational institutions. This study sought to assess health science professors’ experiences and perceptions during the COVID-19 pandemic. An epidemiological, descriptive, cross-sectional, observational, and quantitative approach was applied and included the application of a structured and self-administered virtual questionnaire containing objective and multiple-choice questions on demographic data, online teaching activities, continuing education, learning environments, and difficulties faced. Seven questions from the Generalized Anxiety Disorder Screening Tool (GAD-7) were added to assess anxiety. One hundred and thirty-eight university professors in Brazil completed the questionnaire. Of these, 87 were employed by public institutions and 51 worked at private institutions. Geopolitical region in the country and university funding type were associated with universities’ ability or decision to offer courses online. Among the professors, being of female gender and a decrease in household income were the factors most closely associated with increased anxiety. Professors also reported difficulties in interacting with students online, the need to assume more childcare, and difficulty in concentrating at home to be the main barriers to successful online teaching.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/24451
10.33448/rsd-v10i17.24451
url https://rsdjournal.org/index.php/rsd/article/view/24451
identifier_str_mv 10.33448/rsd-v10i17.24451
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/24451/21441
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 17; e151101724451
Research, Society and Development; Vol. 10 Núm. 17; e151101724451
Research, Society and Development; v. 10 n. 17; e151101724451
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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