Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
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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Research, Society and Development |
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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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1797052791719460864 |