Laboratorio de Cirurgia Plastica e Microgirurgia (LIM-04), Faculdade de Medicina (FMUSP), Universidade de Sao Paulo, SP, BR.
Faculdade de Medicina (FMUSP), Universidade de Sao Paulo, SP, BR.
Clinics (Sao Paulo). 2020 Nov 6;75:e2286. doi: 10.6061/clinics/2020/e2286. eCollection 2020.
The COVID-19 pandemic demanded a quick shift from presential to e-learning processes. Unlike planned e-learning programs, medical schools have had to quickly deliver the entire medical curriculum using remote strategies. This study aimed to perform a meta-synthesis of previous pandemic situations and describe the experience of the São Paulo University School of Medicine. We searched the Cochrane Central Register of Controlled Trials, Medline, EMBASE, Lilacs, Scopus, Web of Science, and ERIC, using the following keywords: ("SARS" OR "severe acute respiratory syndrome" OR "severe acute respiratory syndrome" OR "Middle East Respiratory Syndrome Coronavirus" OR "middle east respiratory syndrome*" OR "MERS-CoV" OR "Mers" OR "Middle Eastern Respiratory Syndrome*" OR "MERS-CoV*" OR "coronavirus" OR "Coronavirus Infections" OR "coronavirus*" OR "COVID-19" OR "2019-nCoV" OR "SARS-CoV-2") AND ("online education" OR "Education, Distance" OR "e-learning" OR "course online" OR "flipped classroom") AND ("lockdown" OR "social distance" OR "quarantine"). The endpoints were the online platforms used for online learning, the model of class, recorded versus online interaction, duration of online lectures, and students' and teachers' perceptions of online learning. We retrieved 38 records; only seven articles studied online education methods related to the pandemic and social distancing rules. The most frequently used online platform was Zoom®. The studies examined both synchronous and asynchronous approaches. There was no evidence regarding duration and students' and teachers' attitude. This study suggests that the online learning shift was feasible; however, because of the nature of the education shift (pandemic), future studies must further analyze the educational structure.
新冠疫情要求迅速将教学模式从面授转为在线学习。与有计划的在线学习项目不同，医学院校不得不迅速采用远程策略来完成整个医学课程的教学。本研究旨在对以往大流行时期的情况进行元分析，并描述圣保罗大学医学院的经验。我们在 Cochrane 对照试验中心注册库、Medline、EMBASE、Lilacs、Scopus、Web of Science 和 ERIC 中使用以下关键词进行检索：("SARS" 或 "严重急性呼吸综合征" 或 "严重急性呼吸综合征" 或 "中东呼吸综合征冠状病毒" 或 "中东呼吸综合征*" 或 "MERS-CoV" 或 "Mers" 或 "中东呼吸综合征*" 或 "MERS-CoV*" 或 "冠状病毒" 或 "冠状病毒感染" 或 "冠状病毒*" 或 "COVID-19" 或 "2019-nCoV" 或 "SARS-CoV-2") 和 ("在线教育" 或 "远程教育" 或 "电子学习" 或 "在线课程" 或 "翻转课堂") 和 ("封锁" 或 "社会距离" 或 "隔离")。终点是用于在线学习的在线平台、课程模式、记录与在线互动、在线讲座时长以及学生和教师对在线学习的看法。我们共检索到 38 条记录；只有 7 篇文章研究了与大流行和社交距离规则相关的在线教育方法。使用最频繁的在线平台是 Zoom®。研究考察了同步和异步方法。关于时长和学生及教师态度的证据不足。本研究表明，在线学习的转变是可行的；然而，由于教育转变的性质（疫情），未来的研究必须进一步分析教育结构。
