Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses

Detalhes bibliográficos
Autor(a) principal: Leite, Roberta Vasconcelos
Data de Publicação: 2022
Outros Autores: Franzoi, Mariana André Honorato
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em foco
Texto Completo: https://revista.uemg.br/index.php/educacaoemfoco/article/view/6412
Resumo: We aimed to analyze health care students' perceptions of virtual peer mentoring programs (VPMP) implemented at two public Brazilian universities in the COVID-19 pandemic. The VPMPs were implemented in a nursing course in the midwest and a medical course in the southeast. Responses to online questionnaires at the end of the program editions were subjected to thematic analysis. Mentoring allowed the students from both programs to feel connected to the university, welcomed, confident, in addition to providing self-knowledge, personal and academic growth and re-dimensioning difficulties of remote teaching. Despite significant differences in the methodologies and limits of each PVMP, expressions of gratitude and requests for continuity by the students were consensual. We conclude that both programs were significant strategies to promote adaptation and learning in health courses in remote teaching, mainly by allowing the reconstruction and maintenance of bonds, fundamental in the university experience in common or pandemic times.
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spelling Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science coursesDiálogos entre dos programas de tutoría entre pares en tiempos de educación remota: desafíos y posibilidades para los cursos de ciencias de la saludDiálogos entre dois programas de mentoria de pares em tempos de ensino remoto: desafios e possibilidades para cursos das ciências da saúdeEnseñanza superiorEducación virtualGrupo de paresUniversity educationVirtual educationPeer groupEnsino superiorEducação virtualGrupo de paresWe aimed to analyze health care students' perceptions of virtual peer mentoring programs (VPMP) implemented at two public Brazilian universities in the COVID-19 pandemic. The VPMPs were implemented in a nursing course in the midwest and a medical course in the southeast. Responses to online questionnaires at the end of the program editions were subjected to thematic analysis. Mentoring allowed the students from both programs to feel connected to the university, welcomed, confident, in addition to providing self-knowledge, personal and academic growth and re-dimensioning difficulties of remote teaching. Despite significant differences in the methodologies and limits of each PVMP, expressions of gratitude and requests for continuity by the students were consensual. We conclude that both programs were significant strategies to promote adaptation and learning in health courses in remote teaching, mainly by allowing the reconstruction and maintenance of bonds, fundamental in the university experience in common or pandemic times.Nuestro objetivo fue analizar las percepciones de los estudiantes de salud sobre programas de tutoría virtual entre pares (PTVP) implementados en dos universidades públicas brasileñas en la pandemia de COVID-19. Los PTVP se implementaron en un curso de enfermería en el medio oeste y un curso de medicina en el sureste. Se sometieron a análisis temático las respuestas a los cuestionarios en línea al final de las ediciones del programa. La tutoría permitió que los estudiantes de ambos programas se sintieron conectados con la universidad, acogidos, confiados, además de brindarles autoconocimiento, crecimiento personal y académico y redimensionamiento de las dificultades de la educación virtual. A pesar de las diferencias significativas en las metodologías y los límites de cada PTVP, las expresiones de agradecimiento y las solicitudes de continuidad por parte de los estudiantes fueron consensuadas. Se concluye que ambos programas fueron estrategias significativas para favorecer la adaptación y el aprendizaje en los cursos de salud en educación remota, principalmente porque posibilitan la reconstrucción y mantenimiento de vínculos, fundamentales en la experiencia universitaria en tiempos comunes o pandémicos. Objetivamos analisar percepções de estudantes da área da saúde sobre programas virtuais de mentoria entre pares (PVMP) implementados em duas universidades públicas brasileiras na pandemia de COVID-19. Os PVMP foram implementados em um curso de enfermagem no centro-oeste e um curso de medicina no sudeste. Respostas a questionários online ao final das edições dos programas foram submetidas à análise temática. A mentoria possibilitou aos estudantes de ambos os programas sentirem-se conectados à universidade, acolhidos, confiantes, além de propiciar autoconhecimento, crescimento pessoal e acadêmico e redimensionar dificuldades do ensino remoto. Apesar de diferenças significativas nas metodologias e limites de cada PVMP, expressões de gratidão e pedidos de continuidade pelos estudantes foram consensuais. Conclui-se que ambos programas foram estratégias significativas para favorecer adaptação e aprendizagem nos cursos da saúde no ensino remoto, principalmente por possibilitarem a reconstrução e manutenção dos vínculos, fundamentais na experiência universitária em tempos comuns ou pandêmicos.EDUEMG2022-04-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revista.uemg.br/index.php/educacaoemfoco/article/view/641210.36704/eef.v25i45.6412Educação em Foco; Vol. 25 No. 45 (2022): Educação Em Foco; 110-129Educação em Foco; Vol. 25 Núm. 45 (2022): Educação Em Foco; 110-129Educação em Foco; v. 25 n. 45 (2022): Educação Em Foco; 110-1292317-00931519-332210.36704/eef.v25i45reponame:Educação em focoinstname:Universidade do Estado de Minas Gerais (UEMG)instacron:UEMGporhttps://revista.uemg.br/index.php/educacaoemfoco/article/view/6412/3976Copyright (c) 2022 Roberta Vasconcelos Leite, Mariana André Honorato Franzoiinfo:eu-repo/semantics/openAccessLeite, Roberta VasconcelosFranzoi, Mariana André Honorato2022-12-21T14:02:21Zoai:ojs.pkp.sfu.ca:article/6412Revistahttps://revista.uemg.br/index.php/educacaoemfoco/indexPUBhttps://revista.uemg.br/index.php/educacaoemfoco/oairevista.educacaoemfoco@uemg.br2317-00931519-3322opendoar:2022-12-21T14:02:21Educação em foco - Universidade do Estado de Minas Gerais (UEMG)false
dc.title.none.fl_str_mv Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses
Diálogos entre dos programas de tutoría entre pares en tiempos de educación remota: desafíos y posibilidades para los cursos de ciencias de la salud
Diálogos entre dois programas de mentoria de pares em tempos de ensino remoto: desafios e possibilidades para cursos das ciências da saúde
title Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses
spellingShingle Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses
Leite, Roberta Vasconcelos
Enseñanza superior
Educación virtual
Grupo de pares
University education
Virtual education
Peer group
Ensino superior
Educação virtual
Grupo de pares
title_short Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses
title_full Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses
title_fullStr Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses
title_full_unstemmed Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses
title_sort Dialogues between two peer mentoring programs in remote education times: challenges and possibilities for health science courses
author Leite, Roberta Vasconcelos
author_facet Leite, Roberta Vasconcelos
Franzoi, Mariana André Honorato
author_role author
author2 Franzoi, Mariana André Honorato
author2_role author
dc.contributor.author.fl_str_mv Leite, Roberta Vasconcelos
Franzoi, Mariana André Honorato
dc.subject.por.fl_str_mv Enseñanza superior
Educación virtual
Grupo de pares
University education
Virtual education
Peer group
Ensino superior
Educação virtual
Grupo de pares
topic Enseñanza superior
Educación virtual
Grupo de pares
University education
Virtual education
Peer group
Ensino superior
Educação virtual
Grupo de pares
description We aimed to analyze health care students' perceptions of virtual peer mentoring programs (VPMP) implemented at two public Brazilian universities in the COVID-19 pandemic. The VPMPs were implemented in a nursing course in the midwest and a medical course in the southeast. Responses to online questionnaires at the end of the program editions were subjected to thematic analysis. Mentoring allowed the students from both programs to feel connected to the university, welcomed, confident, in addition to providing self-knowledge, personal and academic growth and re-dimensioning difficulties of remote teaching. Despite significant differences in the methodologies and limits of each PVMP, expressions of gratitude and requests for continuity by the students were consensual. We conclude that both programs were significant strategies to promote adaptation and learning in health courses in remote teaching, mainly by allowing the reconstruction and maintenance of bonds, fundamental in the university experience in common or pandemic times.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-29
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://revista.uemg.br/index.php/educacaoemfoco/article/view/6412
10.36704/eef.v25i45.6412
url https://revista.uemg.br/index.php/educacaoemfoco/article/view/6412
identifier_str_mv 10.36704/eef.v25i45.6412
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revista.uemg.br/index.php/educacaoemfoco/article/view/6412/3976
dc.rights.driver.fl_str_mv Copyright (c) 2022 Roberta Vasconcelos Leite, Mariana André Honorato Franzoi
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Roberta Vasconcelos Leite, Mariana André Honorato Franzoi
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EDUEMG
publisher.none.fl_str_mv EDUEMG
dc.source.none.fl_str_mv Educação em Foco; Vol. 25 No. 45 (2022): Educação Em Foco; 110-129
Educação em Foco; Vol. 25 Núm. 45 (2022): Educação Em Foco; 110-129
Educação em Foco; v. 25 n. 45 (2022): Educação Em Foco; 110-129
2317-0093
1519-3322
10.36704/eef.v25i45
reponame:Educação em foco
instname:Universidade do Estado de Minas Gerais (UEMG)
instacron:UEMG
instname_str Universidade do Estado de Minas Gerais (UEMG)
instacron_str UEMG
institution UEMG
reponame_str Educação em foco
collection Educação em foco
repository.name.fl_str_mv Educação em foco - Universidade do Estado de Minas Gerais (UEMG)
repository.mail.fl_str_mv revista.educacaoemfoco@uemg.br
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