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BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic has led to a change of pedagogical strategies from on-campus to "online" modality (synchronous and asynchronous learning) and may influence the health of university students, including their mental workload. OBJECTIVE: To identify the association between mental workload, perception of musculoskeletal discomfort (MSD), and the level of physical activity of Masters's students' online learning due to the pandemic. METHOD: This was a pilot descriptive study with a cross-sectional, quantitative, non-experimental study design. The sample consisted of 20 students. To collect the data, the participants answered a sociodemographic questionnaire, NASA-Task Load Index, International Physical Activity Questionnaire, and the Nordic Musculoskeletal Questionnaire. RESULTS: The students presented mental workload at medium (45%) and high (55%) levels, with time demands as the most prevalent dimension. In addition, 80% of the students reported experiencing MSD in the last seven days, with the most frequent areas being the neck and lower back. Regarding the level of physical activity, five students had a low level (25%), five students had a medium level (25%), and ten students had a high level (50%) of activity. CONCLUSION: Most of the students (95%) conduct their master's degree along with maintaining a full-time job. Therefore, the adaptive requirements according to "time demands" is a negative factor because of its contribution to mental workload. Especially in addition to students' perception of musculoskeletal discomfort, organizational aspects would be fundamental to prevent physical and mental health risks.

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El objetivo de esta investigación fue analizar la estructura interna y confiabilidad de la Student Satisfaction Survey (SSS) en estudiantes universitarios peruanos. Participaron 458 estudiantes (mujeres = 69.9 %; M edad = 27.76 años; DE edad = 4.41 años). La SSS se estudió bajo el análisis factorial confirmatorio (AFC) y el modelamiento exploratorio de ecuaciones estructurales (ESEM). Respecto a los resultados, el modelo original de cinco dimensiones obtuvo índices de ajuste favorables con ESEM, pero las dimensiones interacciones alumno-profesor e interacciones alumno-alumno se superponen entre sí, por lo que se valoró un modelo de cuatro dimensiones que presentó mejores evidencias psicométricas. La confiabilidad de las puntuaciones y de constructo presenta magnitudes aceptables. Se concluye que el SSS cuenta con propiedades psicométricas adecuadas.

O objetivo deste estudo foi analisar a estrutura interna e a confiabilidade da Student Satisfaction Survey (SSS) em estudantes universitários peruanos. Participaram 458 estudantes (mulheres = 69,9 %; M idade = 27,76 anos; DP idade = 4,41 anos). O SSS foi estudado por meio de análise fatorial confirmatória (CFA) e modelação exploratória de equações estruturais (ESEM). Quanto aos resultados, o modelo original de cinco dimensões obteve índices de ajuste favoráveis com ESEM, mas as interações entre as dimensões aluno-professor e aluno-aluno se sobrepõem, por isso, foi analisado um modelo quatro dimensões que apresentou melhor evidência psicométrica. A confiabilidade das pontuações e de construto apresentaram magnitudes aceitáveis. Conclui-se que o SSS possui propriedades psicométricas adequadas.

The aim of this research study was to analyze the internal structure and reliability of the Student Satisfaction Survey (SSS) in Peruvian university students. A total of 458 students participated (women = 69.9 %; M age = 27.76 years; SD age = 4.41 years). The SSS was studied under confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). Regard the results, the original five-dimensional model obtained favorable fit indexes with ESEM, but the dimensions student-teacher interactions and student-student interactions overlap each other, so it was valued as a four-dimensional model that presented better psychometric evidence. Regarding reliability, an acceptable order of magnitudes was observed, both at the level of scores and construct. It can be concluded that the SSS has adequate psychometric properties.

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Las restricciones por la pandemia del COVID-19 supusieron la transición abrupta a una enseñanza online tanto del contenido teórico como práctico y de la evaluación final de las asignaturas que imparte el departamento en varias titulaciones. En previsión de que el siguiente curso académico 2020-21 se vería totalmente afectado, se desarrollaron una serie de materiales didácticos propios, como la elaboración de guiones de teoría y práctica que incorporaron imágenes de modelos anatómicos, prosecciones, anatomía radiológica y anatomía ecográfica. La percepción de esta innovación fue evaluada por los estudiantes a través de una encuesta en línea y sus respuestas mediante una escala tipo Likert. Participaron 346 estudiantes de las titulaciones de Fisioterapia (n= 66), Medicina (n= 169), Podología (n= 44) y Terapia Ocupacional (n= 67). Las puntuaciones medias más altas correspondieron a los estudiantes de Podología y Terapia Ocupacional, ambas presentaron diferencias significativas con los otros tres subgrupos de alumnos (p<.0001). El puntaje promedio más bajo correspondió a los estudiantes de Medicina de segundo año académico que presentó significancia con los otros cuatro subgrupos de estudiantes (p<.0001). Se analizaron las carencias del sistema educativo en la Universidad Complutense de Madrid reveladas por la pandemia del Covid19. Esta crisis ha puesto de manifiesto la necesidad de que los educadores médicos en general y los anatomistas en particular estén capacitados en el uso de la tecnología disponible y en la creación de sus propios materiales didácticos multimedia.

SUMMARY: Restrictions due to COVID-19 pandemic meant an abrupt transition to online teaching. This change affected teaching, practical sessions and assessments of the subjects taught by the department in various degrees. In anticipation that the following academic year 2020-21 would be totally affected, a series of didactic materials were therefor developed. These materials included the preparation of theory and practice scripts that incorporated images of anatomical models, pro-sections, radiological anatomy, and ultrasound anatomy. Perceptions by the students of these innovations were recorded through an online survey and their responses evaluated through a Likert-type scale. 346 students from Physiotherapy (n= 66), Medicine (n= 169), Podiatry (n= 44) and Occupational Therapy (n= 67) degrees participated. The highest average scores corresponded to the students of Podiatry and Occupational Therapy, both presented significant differences with the other three subgroups of students (p<.0001). The lowest average score corresponded to medical students in their second academic year, which presented significance with the other four subgroups of students (p<.0001). The shortcomings of the educational system of the Complutense University of Madrid that were highlighted by the COVID-19 pandemic were analyzed. This crisis underscored the need for medical educators in general, and anatomists in particular, to be trained in the use of available technology and to produce their own multimedia teaching materials.

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As a result of the Great Online Transition (GOT) that occurred during COVID-19, it is increasingly necessary to understand the digital competencies that are required for online and blended learning in the postpandemic era. Postquarantine, higher education institutions must return to on-campus face-to-face learning, a situation which raises questions concerning how to retain the lessons learned from this period of the forced acquisition and innovation of online teaching competencies. In this article, we present the results of an interview-based study of teachers' experiences of online teaching during the pandemic. One hundred fifty-one teachers were interviewed over a period of 2 years during the pandemic. We conducted a hybrid thematic analysis to systematize teachers' experiences. Our results show that despite the problems faced due to the disruption caused by the pandemic, several lessons were learned: teachers employed an array of digital tools to maintain content delivery and promote interaction, deepened their understanding of course design and assessment, and developed an empathic disposition to understand students' situations. We build upon these experiences to generate recommendations for developing digital competencies following the GOT.

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BACKGROUND: Universities' training process intensely relies on face-to-face education. The COVID-19 pandemic interrupted it and forced them to reinvent their process online. But this crisis seems not to be the last we will face, and we take it as a lesson to prepare for future crises. These critical contexts are especially challenging because they imply changing teaching strategies, and students may not have the technology access or the living conditions to connect as they need. They also lived through a pandemic where the virus and the life changes added stress to their learning process and threatened their well-being. So, this study aims to analyze how well-being variations reported by Health sciences students relate to their learning opportunities, access conditions, and daily activities. METHOD: We surveyed 910 Health sciences students from six different Chilean universities at the end of the first semester of 2020, the first in pandemic conditions. Respondents answered online questionnaires about 1) Remote teaching activities, 2) Learning resources availability, 3) Daily life activities, and 4) Well-being changes. We performed descriptive analysis and Structural Equation Modelling. RESULTS: Live videoconference classes were the most frequent teaching activity; only a third of the students had quiet spaces to study online, and most had to housekeep daily. More than two third reported some well-being deterioration. The structural equation model showed a good fit. CONCLUSION: Results show an online learning scenario that tries to emulate traditional learning focusing on expositive strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors.

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BACKGROUND: The role of universities in health promotion has been strengthened by institutional policies and the Health Promoting Universities movement. Together they seek to identify behaviours that are harmful to the health of university students and implement programs or interventions to promote the health of students within the physical environment of universities. However, the COVID-19 pandemic rapidly increased the number of students learning by distance. Under these circumstances, there is an increased need to assess the knowledge, attitudes and health practices of students in distance learning. OBJECTIVE: To develop a KAP (knowledge, attitude and practice) questionnaire on the health of distance learning students. METHODS: Development was carried out in four stages: 1) literature review to identify existing health programs in universities; 2) formulation of questions based on WHO theoretical frameworks, National Health Promotion Policy and the literature review; 3) selection of interdisciplinary expert judges and submission of the KAP-Health questionnaire for analysis of appearance, efficiency/consistency, clarity/understanding, pertinence of content and sequence of items; and 4) content validation by applying the content validity coefficient (CVC). RESULTS: The mean CVCs obtained were all equal to or greater than 0.96, 0.95 and 0.93 for the Knowledge, Attitudes and Practices domains, respectively; all comfortably above the cut-off score of 80% (CVCt = 0.80). CONCLUSIONS: At this stage of the study, the judges consider the content of the KAP-Health questionnaire adequate to identify issues related to the health of students in distance learning. However, it is important to note that the next step is to test the usefulness of this questionnaire. We believe that our KAP-Health instrument is both original and useful for planning institutional policies in order to implement assertive strategies to promote the health of remote-learning students in Brazil and in other parts of the world.

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The COVID-19 Pandemic and resulting school closures, present a serious threat to young children's care, learning, and the achievement of their developmental potential (UNESCO, 2020a). Disruptions to normal school functioning worldwide have presented challenges for teachers who were generally unprepared to teach using different methodologies (United Nations in Policy brief: Education during Covid-19 and beyond, 2020). Since a child's right to care and education extends even during emergencies this study was conceptualized to better understand the professional experiences of early childhood teachers as they navigated the teaching learning process during the COVID-19 school disruption. A multiple site qualitative case study was designed to answer two research questions: What were the professional experiences of Caribbean Early Childhood Care and Education (ECCE) teachers at the start of the COVID-19 pandemic period? And how did Caribbean ECCE teachers adapt to ensure continuity of children's rights to access education? Almog and Perry-Hazan's (2012) conceptualisation of the Right to Adaptable Education provided the theoretical foundation for this study. Data were collected using a questionnaire sent to teachers from seven Caribbean countries. Five themes were extricated from the findings: changed teacher experiences, significant new understandings, changed teacher collaboration practices, changed individual qualities, and warning signs for support. We conclude by making recommendations for macro level support for the ECCE sector during educational disruptions.

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With the limitations imposed by the COVID-19 pandemic, new technologies were used as methods to continue teaching and learning activities. This scenario brought forth the need to develop online tools for teaching. Therefore, this research aimed to develop a digital platform linking the knowledge about the central nervous system (CNS) anatomy from feline, equine, and sheep models. The platform was produced from the analysis of a collection of mesoscopic slides made from the sequenced cross-section of the CNS of a feline, an equine, and a sheep. All sections were analysed and stained using the Paul-Wiegert modified technique. The platform was organized in four modules: (1) Neuroanatomy of the Central Nervous System; (2) Neuroanatomy of Feline; (3) Neuroanatomy of Equine; and (4) Neuroanatomy of sheep. For each module, an explanatory document in PDF was developed, as well as video lectures and a descriptive atlas identifying the structures present in the encephalon and in the cervical part of the spinal cord. Even though there are numerous online platforms that allow the study of veterinary anatomy of different species and organs, the veterinary neuroanatomy platform presented here is the first platform that conjointly addresses the CNS anatomy of felines, equines, and sheep. Future research applying this platform as an aid to the study of neuroanatomy by students, teachers, and veterinary professionals should validate its use as a complementary tool for teaching and learning animal neuroanatomy.

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ABSTRACT The study aimed to determine the lived experiences of physical education teachers in online teaching during the pandemic. This study is qualitative in nature, utilizing phenomenological research design to identify the experiences of physical educators teaching online. The participants in the study consisted of four physical education teachers from two private schools, who are experienced in teaching PE in an online class environment. A semi-structured interview was conducted with an open-ended questionnaire. Transcribing, coding, and thematic analysis were used to analyze the data. From the analysis, themes emerged based on the experiences encountered by PE teachers in teaching online in terms of positive experiences, problems encountered, and solutions taken in dealing with problems or difficulties in online teaching. The findings of the study showed that PE teachers had expressed their lived experiences in teaching PE online, with benefits and problems encountered, as well as solutions and best teaching practices during the COVID-19 pandemic.

RESUMO O estudo teve como objetivo conhecer as experiências vividas por professores de educação física no ensino online durante a pandemia. Este estudo é de natureza qualitativa, utilizando desenho de pesquisa fenomenológica para identificar as experiências de educadores físicos ensinando online. Os participantes do estudo foram quatro professores de educação física de duas escolas particulares, com experiência no ensino de EF em ambiente de aula online. Foi realizada uma entrevista semiestruturada com questionário aberto. Para análise dos dados foram utilizadas transcrição, codificação e análise temática. Da análise, surgiram temas baseados nas experiências encontradas pelos professores de EF no ensino online em termos de experiências positivas, problemas encontrados e soluções tomadas ao lidar com problemas ou dificuldades no ensino online. As conclusões do estudo mostraram que os professores de EF expressaram as suas experiências vividas no ensino de EF online, com os benefícios e problemas encontrados, bem como as soluções e melhores práticas de ensino durante a pandemia da COVID-19.

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Este estudo objetivou-se analisar as dificuldades encontradas no ensino remoto emergencial (ERE) pelos professores da rede pública estadual de Minas Gerais durante o período pandêmico da COVID-19. Trata-se de estudo transversal com coleta realizada entre agosto e setembro de 2020, tipo websurvey. Utilizou-se a dificuldade encontrada com o ERE como variável dependente e as independentes foram características sociodemográficas e econômicas, perfil ocupacional, recursos/materiais e processos do trabalho docente. Participaram do estudo 15.641 professores. Observou-se prevalência de 90,6% de dificuldades no ERE. Os resultados, obtidos por meio da análise de Regressão de Poisson (α = 5%), apontaram associações entre o ERE e os professores do sexo feminino, a falta de recursos/materiais, o acesso limitado à internet e o processo de trabalho docente deficiente. Evidenciou-se um conjunto complexo de dificuldades que exige adequação de políticas públicas ao novo cenário educacional durante e pós- pandemia.

The objective was to analyse the difficulties encountered in emergency remote teaching (ERE) by teachers from the state public network of Minas Gerais during the COVID-19 pandemic period. This is a cross-sectional study with data collected be- tween August and September 2020, web survey type. The difficulty found with the ERE was used as a dependent variable, and the independent variables were sociodemographic and economic characteristics, occupational profile, resources/materials, and teaching work processes. 15,641 teachers participated in the study. There was a prevalence of 90.6% of difficulties in the ERE. The results, obtained through the Poisson Regression analysis (α=5%), indicated associations with the ERE of female teachers, the lack of re- sources/materials, limited access to the internet and the poor teaching work process. A complex set of difficulties was evidenced, which requires the adequacy of public policies to the new educational scenario during and after the pandemic.

El objetivo fue analizar las dificultades encontradas en la enseñanza remota de emergencia (ERE) por docentes de la red pública estatal de Minas Gerais durante el período pandémico del COVID-19. Se trata de un estudio transversal con datos entre agosto y septiembre de 2020, tipo encuesta web. Se utilizó como variable dependiente la dificultad encontrada con el ERE, y las variables independientes fueron características sociodemográficas y económicas, perfil ocupacional, recursos / materiales y procesos de trabajo docente. 15.641 profesores participaron en el estudio. Hubo una prevalencia del 90,6% de dificultades en el ERE. El análisis de regresión de Poisson (α = 5%) indicó asociaciones con el ERE de las maestras, falta de recursos / materiales, acceso limitado a Internet y un proceso de trabajo docente deficiente. Se evidenció un conjunto complejo de dificultades, que requiere la adecuación de las políticas públicas al nuevo escenario educativo durante y después de la pandemia.

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Resumo: Introdução: O ensino remoto surgiu como ferramenta emergencial no processo de educação superior durante a pandemia da Covid-19. Nesse cenário, amplia-se a possibilidade de ensinar e aprender por meio das tecnologias da informação e comunicação (TIC) nos cursos de Medicina. Objetivo: Este estudo teve como objetivo realizar uma revisão integrativa que esclareça os principais aspectos positivos e negativos encontrados no exercício do ensino médico, nessas condições atípicas. Método: A busca dos artigos se deu nas seguintes bases: Biblioteca Virtual em Saúde (BVS), Embase, Education Resources Information Center (ERIC), Medline (via PubMed), Scopus e Web of Science. Resultado: Ao final dos processos de triagem e seleção, incluíram-se 69 artigos, dos quais foram extraídas informações quanto às características dos aspectos positivos e negativos de cada experiência de ensino remoto médico ofertado nesse período pandêmico. Entre os principais aspectos positivos, destacam-se a avaliação positiva do componente curricular pelos estudantes, a maior autonomia do aluno, a maior participação e comunicação entre os alunos, e a ausência de déficit de aprendizado. Entre os principais pontos negativos, observam-se a suspensão das aulas práticas, as complicações decorrentes do uso das tecnologias (conectividade, capacitação e organização) e a ausência de contato social. Conclusão: Observa-se que a autonomia e a autodisciplina discentes são fatores cruciais para o aproveitamento pleno de abordagem de aprendizagem remotamente, e talvez o aluno presencial clássico não estivesse preparado para tal mudança brusca. Ainda, percebe-se que, pela urgência de implantação dessa nova forma de aprendizagem, o ensino remoto não tenha tido tempo e maturidade o suficiente para que fosse aperfeiçoado ao ponto de ser considerado uma estratégia de educação médica aplicável em longo prazo. O ensino remoto foi crucial para que a formação de novos médicos não fosse descontinuada por um período de tempo tão extenso. Porém, o ensino remoto precisa ser reavaliado e aperfeiçoado como estratégia pedagógica que utiliza TIC para o ensino médico.

Abstract: Introduction: Distance learning emerged as an emergency tool used in Higher Education during the COVID-19 pandemic. These circumstances led to the increased use of Information and Communication Technologies (ICTs) for teaching and learning in Medicine courses. Objective: To conduct an integrative review to clarify the main positive and negative aspects found in the exercise of medical education in these atypical conditions. Method: Articles were searched on the following databases: Virtual Health Library (VHL), Embase, Education Resources Information Center (ERIC), Medline (via PubMed), Scopus and Web of Science Result: At the end of the screening and selection processes, 69 articles were included, from which information was extracted regarding the characteristics, positive and negative aspects of each remote medical teaching experience offered during the pandemic. Among the main positive aspects, we highlight the positive evaluation of the curricular component by the students, greater student autonomy, greater participation and communication among students and the absence of any learning deficit. The main negative points include the suspension of practical classes, complications arising from the use of technologies (connectivity, training and organization) and lack of social contact. Conclusion: It is observed that student autonomy and self-discipline is a crucial factor in taking full advantage of the distance learning approach, and perhaps the classic face-to-face student was not prepared for such a sudden change. Still, it is clear that, due to the urgency of implementing this new form of learning, distance learning has not had enough time to mature and be perfected to the point of being considered a medical education strategy applicable in the long term. Distance learning was crucial for the continued training of new doctors for an extended period of time. However, it needs to be reassessed and improved as a pedagogical strategy that uses ICTs for medical education.

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The COVID-19 pandemic has caused worldwide disruption to the entire educational system, including medical and health professions education. Considering the critical situation due to COVID-19, academic institutions shifted the entire pedagogical approach to the virtual learning mode. While delivering online teaching, educators experienced numerous challenges, including access to the internet, poor connectivity, and other technical issues. Some students did not have laptops and necessary devices to attend the Class. Besides, many educators were not confident enough to manage the online mode of delivery. In this perspective, we reviewed the evidence of best practices for the medical and health professions educators to deliver the curriculum through an online platform. Therefore, the current study aimed to review the best practices for effective online teaching and learning in medical and health professions education during COVID-19 and beyond. We reviewed the technical aspects of online teaching and educational strategies required for educators to provide quality training not just during the pandemic but beyond this crisis. The online literature search was performed on Medline, PubMed and google scholar databases for studies on online teaching in medical and health profession education and what are the best practices of teaching globally Online teaching and assessment must balance the requirements of technology, learning outcomes, delivery modes, learning resources, and learning resources. The study concludes that medical and health professions institutions strengthen technical infrastructure, promote continuous faculty development programs, and support indigent students to access digital technology.

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The COVID-19 pandemic affected almost all aspects of our lives, including the education sector and the way of teaching and learning. In March 2020, health authorities in Brazil imposed social isolation and the interruption of on-site activities in schools and universities. In this context, the Federal University of Minas Gerais (UFMG), one of the largest universities in Brazil and Latin America, developed an emergency remote learning (ERL) plan that allowed the return of classes in an online format and supported students to obtain access to equipment and internet network. Within this new perspective, the Undergraduate Teaching Assistant (UTA) program of the Department of Physiology and Biophysics (DFIB) explored strategies to minimize the impact of the absence of face-to-face classes. Using different available tools in online platforms and social media such as Microsoft Teams, YouTube animated video classes, and Instagram, the UTA program assisted >500 undergraduate students and strongly supported professors during ERL. In just over a year, our video classes on YouTube Channel reached ∼40,000 views. Most of the students reported that their questions were fully and quickly solved by the UTA program. Collectively, our results indicate that the strategies implemented by the UTA program helped the undergraduate students and professors to adapt to a remote learning format.

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RESUMO O objetivo deste estudo foi analisar fatores motivacionais para a participação em aulas online de ginástica artística (GA) e a satisfação dos alunos quanto à qualidade dessas aulas. Uma amostra de 39 alunos respondeu ao Inventário de Motivação para Prática Desportiva e a um questionário estruturado para avaliação da qualidade das aulas online. Um total de 67%, 53% e 30% dos alunos consideraram "muito importante" os motivos relacionados à "competência esportiva", "saúde" e "amizade/lazer", respectivamente. Todas as dimensões avaliadas no questionário sobre a qualidade das aulas apresentaram satisfação superior a 75%. Portanto, a "Competência esportiva" é o principal fator motivacional para a prática de aulas online de GA. De maneira geral, os alunos se mostraram satisfeitos com a qualidade dessas aulas.

ABSTRACT This study aimed to analyse the motivational factors for artistic gymnastics (AG) online training sessions and the children's perception regarding the quality of this training. A sample of 39 children answered the Motivation for Sports Practice Inventory and a structured questionnaire to assess the quality of online sessions. A total of 67%, 53%, and 30% of the children reported the reasons related to "sports competence", "health", and "friendship/leisure" are "very important", respectively. All dimensions evaluated in the structured questionnaire showed a percentage of satisfaction greater than 75%. Therefore, "Sports competence" is the main motivational factor for participation in AG online training sessions. Overall, children were satisfied with the quality of this online training.

RESUMEN El objetivo de este estudio fue analizar factores de motivación para la participación en las clases de gimnasia artística (GA) en línea y satisfacción de los alumnos con respecto a las mismas. Una muestra de 39 alumnos respondió al Inventario de Motivación para la Práctica Deportiva y a un cuestionario que evaluaba las clases. Un total de 67%, 53% y 30% de los estudiantes consideraron "muy importantes" las razones relacionadas con "competencia deportiva", "salud" y "amistad/ocio", respectivamente. La calidad de las clases mostró una satisfacción superior al 75%. Por lo tanto, la "competencia deportiva" es el principal factor de motivación para la práctica de las clases online de AG. La mayoría de los estudiantes están satisfechos con la calidad de las clases.

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Abstract: Introduction: Human Anatomy is an essential subject for medical education. In addition to the theoretical content, practice is an irreplaceable way of learning. However, the COVID-19 pandemic brought up new challenges to the teaching of Anatomy. Therefore, new strategies were implemented aiming to adapt the medical curriculum. Experience report: At UNICAMP, Anatomy was taught virtually, through synchronous and asynchronous activities. For practical sessions, teachers and teaching assistants recorded lessons using real anatomical structures. The students had tutoring sessions with content review and quizzes. The anatomy final exams were taken on Google Forms. At the end of each semester, questionnaires were applied so that the students could evaluate the teaching tools. Discussion: The new method had both positive and negative aspects, but it was important to assure the maintenance of the teaching-learning process. All tools were approved by the students and the objectives of the course were achieved with no additional funding. Conclusion: This experience demonstrated that a teaching team consisting of teachers and monitors is of great value in the learning process. Furthermore, it showed that low-cost technology tools are helpful in overcoming adversities. Nevertheless, this model does not replace face-to-face teaching.

Resumo: Introdução: A anatomia humana é uma disciplina indispensável para a formação médica. Além do conteúdo teórico, sabe-se que o aprendizado por meio da prática é insubstituível. Entretanto, a pandemia de Covid-19 impôs desafios ao ensino de anatomia. Por isso, novas estratégias de ensino foram desenvolvidas para adaptar o currículo médico. Relato de experiência: Na Unicamp, o conteúdo de anatomia foi oferecido virtualmente por meio de atividades síncronas e assíncronas. Para as práticas, professores e monitores gravaram aulas com peças anatômicas verdadeiras. Os alunos também tiveram monitorias com revisão de conteúdo e quizzes. As provas finais foram feitas em formulários do Google Forms. Ao fim de cada semestre letivo, aplicaram-se questionários para que os estudantes avaliassem as novas ferramentas de ensino. Discussão: O novo método teve pontos positivos e negativos, mas foi importante para garantir a manutenção do processo de ensino-aprendizagem. Todas as ferramentas foram aprovadas pelos alunos, e atingiram-se os objetivos do curso sem financiamento adicional. Conclusão: Essa experiência demonstrou que a união entre professores e monitores é de grande valia para o processo de ensino-aprendizagem. Além disso, revelou que ferramentas tecnológicas de baixo custo podem ser úteis nesse contexto. Entretanto, esse modelo não substitui o ensino presencial.

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"Basic Concepts in Neurophysiology" was a 3-wk online course developed during six synchronous meetings combined with asynchronous activities. We proposed an active learning course that used free online platforms to teach physiology during a period in which undergraduates were not in classrooms or taking online classes due to the COVID-19 pandemic. Herein, we report the course organization and the students' involvement in, acceptance of, and evaluation of the course. To address the students' perceptions about these points, we sent a questionnaire to 49 participants who finished the course. We found that although most students (52.5%) had never taken a course with similar methods before, almost all of them (95%) liked the flipped class model. Additionally, a majority of the students (92.5%) said that the method increased their study frequency during the social distancing period, which is an important aspect to consider during this challenging time for both students and professors.

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PURPOSE: This study assessed the psychological distress, life satisfaction, and perceived stress of Ecuadorian teachers who adopted online learning in response to the COVID-19 pandemic. It also aimed to qualitatively report the coping strategies used to maintain their mental health and well-being. METHODS: A web-based cross-sectional survey was conducted from June to mid-August 2020. RESULTS: In total, 394 teachers completed the questionnaire, and from those, 320 also completed an optional open-ended question included in the survey. More than half of the participants reported taking care of children under 11 years and/or adults over 65 years. At the time of the study, most of the participants were teaching in higher education settings. Age was significantly correlated with all the psychological variables, females presented higher levels of perceived stress, and teachers with home care responsibilities presented higher psychological distress as well as perceived stress. Teachers who had previous training and experience with online teaching presented lower levels of distress, perceived stress as well as higher levels of life satisfaction. The most used coping strategies included seeking social support, exercising, and engaging in leisure activities. CONCLUSION: The results provide useful information to help develop initiatives that promote teacher well-being. Future studies should consider using a more diverse sample and dedicate attention to work-family conflicts as well as social and structural inequalities that may have a toll on teachers' mental health and performance.

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Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

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In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was proposed for health sciences students from the Federal University of Pampa. It included synchronous meetings twice a week and asynchronous activities using scientific articles, case studies, and interactive online tools. The students approved the methodology developed, assessing it as dynamic and innovative. They reported that the activity helped to better understand the relations between COVID-19 and physiological systems. The web course also contributed to the identification of reliable sources of news and stimulated the sharing of scientific content with their families. We concluded that the use of online platforms contextualizing the physiology content considering current events helps students in learning human physiology and improves their abilities to apply this information to their daily life, in this specific case, regarding the COVID-19 pandemic.

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The Histology Classifier app was developed as a strategy to recreate laboratory sessions using digital platforms. This mobile app uses convolutional neural networks (CNN) to help students verify their identification of histological basic tissues. Further work will include measuring any educational benefits of this resource across the medical student cohort.