Comparação do desempenho acadêmico e percepção dos universitários na disciplina de anatomia humana nos cursos da saúde por meio do ensino remoto e o ensino presencial

• Ano de defesa: 2025
• Autor(a) principal: Barradas, Camila Araújo
• Orientador(a): Rebelo, Ana Cristina Silva
• Banca de defesa: Rebelo, Ana Cristina Silva , Freitas Junior, Ruffo de , Silva, Carolina Ribeiro e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ciências da Saúde (FM)
• Departamento: Faculdade de Medicina - FM (RMG)
• País: Brasil
• Palavras-chave em Português: Ensino remoto; Pandemia COVID-19; Anatomia humana
• Palavras-chave em Inglês: Remote teaching; COVID-19 pandemic; Human anatomy
• Área do conhecimento CNPq: CIENCIAS DA SAUDE
• Link de acesso: https://repositorio.bc.ufg.br/tede/handle/tede/14598

Human anatomy is fundamental to the training of all health professionals. However, the COVID19 (coronavirus disease) pandemic, which began in March 2020, has brought major challenges, such as social isolation and the temporary suspension of teaching activities. Faced with this scenario, remote teaching has allowed the educational process to continue. From this perspective, the need arose to understand whether remote teaching influences academic performance. Thus, the aim of this study was to compare the academic performance of students through remote teaching and face-to-face teaching, as well as to analyze the students' perception of the subject, considering the teaching performance and a student selfassessment. Final grades and pass/fail results were used to analyze academic performance. For the students' perception, the Institutional Assessment Forms were analyzed, which assess both the teacher's performance and the students' personal development. The study involved students from the Biomedicine, Biotechnology, Biological Sciences, Physical Education, Nursing, Pharmacy, Physiotherapy, Nutrition and Dentistry courses, the majority of whom were female (62.8%); 37.2% were male; 95.8% were single, 1.9% were married, 1.5% did not provide information and 0.7% were divorced, widowed or consensually separated. The results indicated that statistically there was no significant difference in academic performance between the periods analyzed, the average final grade of the students via remote teaching was 7.54 (± 2.81), while those in face-to-face teaching the average dropped to 6.77 (± 2.22). With regard to the situation on the course, during remote teaching the pass rate was 84.6% and the fail rate was 15.45%; during face-to-face teaching the pass rate was 83.5% and the fail rate was 16.5% (p = 0.743). With regard to academic perception, in the dimension of Teacher Evaluation, remote teaching generated an average score of 9.47 (±0.62) and face-to-face teaching generated an average score of 9.33 (±0.74) with p=0.18. And in the dimension of student selfassessment, remote teaching generated an average score of 9.46(±0.46) and face-to-face teaching generated an average score of 9.56(±0.51) with p=0.8. Based on the evidence found in this study, it can be concluded that there was a maintenance of academic performance and a positive perception of remote teaching compared to face-to-face teaching. The results suggest that the use of technology and the adaptation of teaching methods can be effective in higher education even in times of crisis.