The Teaching of the Infectology Subject in the Degree - Two Years of Virtual Experience

*Mario Valerga
Faculty Of Medicine, Associate Chair Of Infectious Diseases, University Of Buenos Aires, Buenos Aires, Argentina

*Corresponding Author:
Mario Valerga
Faculty Of Medicine, Associate Chair Of Infectious Diseases, University Of Buenos Aires, Buenos Aires, Argentina
Email:mvalerga59@gmail.com

Published on: 2022-08-06

Abstract

Distance education is a teaching modality with its own characteristics associated with the creation of a particular space to generate, promote and implement situations in which the teaching-learning process takes place.

Distance or remote teaching has two pillars on which it is based: synchrony and asynchrony. In the synchronous stage, students participate in a live class, through a virtual environment that allows them to share the space with the teacher and other students, respecting specific days and times. Digital asynchrony, on the other hand, will allow that student to approach content on demand, that is, they will be able to interact with the content at their own pace. The COVID-19 pandemic has led to the implementation of preventive isolation as a public health measure and with this, new challenges are presented for higher education institutions and especially for careers with high classroom content. To evaluate the impact on the students of the Infectology subject in the Medicine career of the University of Buenos Aires, we analyze the last four years of studying the subject. In virtuality, we observe an impossibility of sustaining the didactic pedagogical standard of face-to-face teaching. This teaching modality conditioned the contents and objectives of the subject.

In the pandemic, we also observed a decrease in the number of students enrolled in the final evaluation, a phenomenon that has not been fully clarified, and at the same time, an increase in the percentage of failed students, probably associated with the lack of practical activities in the classroom.

Keywords

Distance Education, Medical Education, E-Learning in Medicine

Introduction

Distance education is a teaching modality with its own characteristics associated with the creation of a particular space to generate, promote and implement situations in which the teachinglearning process is developed. In this way, the proposal for regular assistance to class is replaced by a new proposal in which teachers teach and students learn through unconventional situations, in spaces and times they do not share [1].

Despite being considered a new modality, distance education began at the beginning of the 19th century. Isaac Pitman in 1840, Anna Eliot Ticknor in Boston in 1873, and in Boston Gazzette, March 1928, offered tachigraphy teaching courses by correspondence, in what was considered as the beginning of this educational modality [2].

Initially, distance education sought to respond to the need for training of adults who, due to different circumstances, did not have time to attend educational institutions [3]. With the emergence of Information and Communication Technologies (ICT), training, updating and remote training processes were mediated. Anyone who had the technological infrastructure and a certain digital literacy could enter the distance educational offer. ICTs are computational and computer tools that process, store, synthesize and represent information in different ways, establishing other supports and channels to record, store and disseminate new content. From distance education, the concept of e-learning arises, understood as electronic learning, or as the use of information and communication technologies to support educational and learning processes based on online content and shared systems of the shared systems Active knowledge and cooperative learning enhanced online [4].

Distance or remote teaching has two pillars on which it is based: synchrony and asynchrony. In the synchronous stage, students participate in a live class, through a virtual environment that allows them to share the space with the teacher and other students, respecting specific days and schedules. Digital asynchrony, on the other hand, will allow that student to address on demand, that is, he may interact with the content at the pace of it [5].

The Covid-19 pandemic has led to the implementation of preventive isolation as a public health measure and with this, new challenges are presented for higher education institutions and especially for races with high face-to-face content.

On March 20, 2020, the Argentine government decreed the mandatory preventive isolation from which higher educational institutions, chose to continue their distance training. For the education sector, the rapid change to virtual education has represented challenges in infrastructure, educational strategies and in the need for a change in mentality by teachers and students [6].

To evaluate the impact on the students of the subject Infectology in the Medicine career of the University of Buenos Aires, we analyze the last four years of subject course.

scroll up