COVID-19 and the adaptation to emergency remote teaching: a scoping review

Abstract

Objective: To map the knowledge of the main challenges and possible opportunities in emergency remote teaching during the COVID-19 pandemic from the perspective of higher education health science professors and students. Method: This scoping review was based on the recommendations of the Joanna Briggs Institute. The search was conducted in two databases to identify primary studies published in Portuguese, English, or Spanish in 2020 and 2021; 15 publications that approached emergency remote teaching in higher education programs in the field of health were identified. Results: Of the analyzed publications, 73.3% were cross-sectional studies. Seven studies comprised students in the study group; four addressed professors’ perspectives; and three analyzed both students’ and professors’ perceptions. The following main challenges were identified: carrying out practical clinical activities, peer distancing and less interaction, increased workload, Internet access difficulties/disparities and technical problems, presence of distractors hindering focus and motivation, attention difficulties in this teaching modality, quality of teaching, low student adherence, dissatisfaction with group activities, and difficulties using devices. The opportunities included class flexibility, interactive technology use, time saving, improved student-professor interaction, cooperation possibilities otherwise impossible due to physical barriers. Conclusion: From the students’ and professors’ standpoint, there were countless social, technological (access and knowledge), and pedagogical challenges. On the other hand, this context also provided new opportunities, which the academic community must consider and analyze as positive aspects incorporated strategically to transform the educational system.