Teaching-Learning Strategy in Supervised Curricular Internship: Impact of Covid-19 and Future Perspectives

• Autor(a) principal: Cavalcanti, Alidianne Fábia Cabral
• Data de Publicação: 2022
• Outros Autores: Soares, Maria Carolina Valdivino, Madruga, Renata Cardoso Rocha, Lucas, Rilva Suely de Castro Cardoso, Gomes, Cassandra Lima, Cavalcanti, Sérgio Dávila Lins Bezerra, Cavalcanti, Alessandro Leite
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista da ABENO (Online)
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/1655
• topic: Education Dental; Primary Health Care; Health Education; Clinical Clerkship; Educação em Odontologia; Atenção Primária à Saúde; Educação em Saúde; Estágio Clínico

The aim of the present study is to present an experience report related to changes imposed by COVID19 on the dynamics of a supervised internship in a public institution of the state of Paraíba, Brazil. In the period before the pandemic, the determinations proposed in the Pedagogical Project established in 2016 were still being implemented, which established a new paradigm for defining curricular activities, especially those related to supervised internship. Of the 480 hours allocated to activities carried out in extramural environments, 37.5% should take place within the scope of Primary Health Care (PHC). Thus, for the “Internship in the Family Health Strategy II” curricular component, the resumption of the remote form was established for the 2021.1 semester. The "Ambulatório Virtual Conexão Odonto" was created, which is a virtual space for the sharing of clinical cases, representing fictitious situations, but elaborated from the clinical experience of the faculty and consistent with real situations experienced in the scope of PHC. Twelve clinical situations, which involved different levels of complexity and presented conditions that affected users of different ages and living conditions, were addressed. It was found that the experience, although challenging, was successful, as emergency remote education was able to awaken in each of those involved the need to overcome this new teaching model. The flow of changes promoted the inclusion of digital tools that contributed to the expansion and/or reconstruction of knowledge, all this, without distancing from the practice of encouraging critical thinking and student autonomy