Mentoria virtual para estudantes de medicina em tempos de covid-19

Abstract

Introduction: Throughout the SARS-COV-2 pandemic, schools had to adopt social distancing and remote learning, which, according to recent studies suggest an increase in depression, anxiety and behavioral disorders among university students. Medical training, which has a heavy load of psychological issues had to face this aggravating factor, reinforcing the need for support actions for students, such as mentoring programs. Mentoring programs offer empathetic and developmental support that encourages self-care, well-being and resilience. Experience report: A group of teacher-mentors from a medical school adapted the mentoring activities to a remote model, offering them to upper-level students who had already participated in mentoring, and, separately, to students who were newly enrolled in the medical course. In the remote format, the mentoring proposal was maintained as a “place of conversation”, but on a digital platform. The technical follow-up was carried out by remote meetings of the group of teacher-mentors, and consultation with students through a self-administered online questionnaire. The data obtained were submitted to content analysis. Discussion: From March to December, 109 virtual mentoring meetings were held. The students considered the meetings satisfactory in terms of the quality of discussions, the mentors’ attitudes and the emotional environment. The interactive development varied among groups, but it was observed to be easier in the groups of upper-level students. Among the newly-enrolled students, the recurring topic was the fear of poor performance in the tests, losing the semester, or not learning. Upper-level students highlighted the difficulties of adapting to remote learning and organizing their activities, and the decrease in practical activities. All groups reported fear of the pandemic, of death, of the worsening of parents’ financial situation, and sadness about the loss of relatives to COVID-19. It drew the attention of the mentors the fact that the students, even in a welcoming space, kept the cameras turned off. Conclusion: For mentors and students, virtual mentoring worked as an important student support system. Upper-level students and first-year ones reported feeling cared for, supported and grateful, suggesting that the meetings allowed a good interaction and produced beneficial effects. A limitation of this study was the duration of the experiment. Therefore, it is recommended that the research be maintained.

Percepção dos estudantes de Medicina sobre as habilidades de autogestão adquiridas durante a vigência do ensino remoto

“…Como esse estudo ocorreu antes da Covid-19, ele diverge dos dados da nossa pesquisa que mostrou uma boa adaptação no período pandêmico. Rios et al 14 , ao analisarem os conteúdos recorrentes nos encontros de mentoria virtual para alunos ingressantes do curso de Medicina no período de março a dezembro de 2020, identificaram que uma das preocupações com a vida acadêmica era a dificuldade de organizar o conteúdo para estudar, o que se tornou um ponto importante para que o estudante buscasse soluções adequadas ao desafio de administrar bem o tempo.…”

Ensino remoto emergencial e morbidade autorreferida no contexto da pandemia por covid-19: percepção entre graduandos de enfermagem

“…Foi recorrente entre os alunos ingressantes os sentimentos de medo de ter mau desempenho nas provas, de perder o semestre e de não aprender, enquanto nos veteranos destacaram-se as dificuldades de adaptação ao ensino a distância, excesso de atividades, e a diminuição das atividades práticas. Todos os alunos relataram medo da pandemia, da morte pela COVID entre parentes e de a situação financeira dos pais piorar, além de tristeza por perda de parentes pela COVID-19 [24].…”