Implementation of remote mentoring in anesthesiology during the pandemic of COVID-19: interface, contributions and learning

Abstract

Objective: To describe the implementation of online mentoring in an anesthesiology module, using information and communication technology through remote activities during the COVID-19 pandemic. Experience report: This is a descriptive study in the form of an experience report with the experiences of teachers and medical students of an university in Rio de Janeiro, after the interruption of classroom lectures, and its impact on the teaching-learning process. The methodological dynamics included asynchronous activities, with posting of articles, book chapters, directed study, classes recorded on Google Classroom, short videos of procedures, and online synchronous activities in the following week with each theme. As a way of recording perceptions and rethinking future activities, a semi-structured questionnaire was applied to teachers and students. The pedagogical expectations of the course and interaction with students were fully met by five professors and partially met by four, while 78.9% of the students had their expectations met. Final considerations: Although no technological device is capable of meeting the need for face-to-face interaction in medical education, online mentoring was fundamental for acting as a facilitator, establishing bridges in the teacher-student interface.