Análise dos impactos da pandemia da Covid-19 na motivação, percepção do ambiente educacional e saúde mental dos alunos de anatomia humana para o curso de farmácia

Abstract

During the COVID-19 pandemic, the transition of human anatomy classes to a remote format, imposed by the need for social distancing, brought significant challenges to education. The lack of face-to-face interaction, immediate feedback from teachers, and the exchange of ideas typical of in-person classes impacted student learning. To minimize these effects, several methodologies were adopted, such as synchronous classes, video classes, discussion forums and continuous monitoring by monitors, with activities planned to stimulate students and facilitate understanding of human anatomy content. In this context, this research aimed to evaluate the learning process of students enrolled in the discipline MOR-0048 Human Anatomy for the Pharmacy Course at DMOR/UFRN, in the academic periods of 2021.1, 2021.2 and 2022.1 in both shifts (morning and evening), during the COVID-19 pandemic, considering the different factors involved in this process. Data were collected through questionnaires administered to students enrolled in the aforementioned course. When observing the motivation indexes, it was possible to see that the hybrid format presented superior results to the in-person format, while the remote format was statistically similar to the hybrid format in several aspects. Data were collected through questionnaires administered to students enrolled in the aforementioned course. When observing the motivation indexes, it was possible to see that the hybrid format presented superior results to the in-person format, while the remote format was statistically similar to the hybrid format in several aspects. However, the in-person format was associated with a drop in motivational levels compared to the other two formats, something that was significantly perceived, especially due to the adverse conditions of the in-person return, a fact that corroborates the perception of the educational environment as a decisive factor for the relationship with the discipline and the teaching process as a whole. This correlation was corroborated when the results related to the behaviors adopted to avoid contagion were evaluated, indicating the permanence of these social and personal practices, in general among the classes, evidencing a lasting impact of the COVID-19 pandemic on the daily lives of students. Furthermore, the data showed marked levels of use of coping strategies, especially for in-person classes, indicating once again that the return to in-person teaching conditions still represented a potential risk for students and, thus, the teaching-learning process could be influenced by these aspects, especially due to their repercussions on students' mental health, influencing levels of stress, anxiety and depression. Thus, the conclusion is that the teaching-learning process is significantly influenced by both the perception of the educational environment and the level of motivation, being determining factors for the relationship between students and the subject, as well as the representativeness of this scenario for the course in general. The coping strategies adopted by students, in turn, were closely related to the transition from hybrid to in-person teaching, representing an intensifier of the level of coping, suggesting the need for targeted psychological support for students, with the aim of mitigating the negative impacts on mental health and providing healthy maintenance of the teaching-learning process, considering not only the channels of content transmission, but mainly the context in which the student is immersed.