Implementação de metodologia de ensino mediado por tecnologia na disciplina de Ortodontia da FOUERJ

Abstract

To attend the recommendations of the World Health Organization in the face of the Covid-19 pandemic, face-to-face teaching was suspended. To continue the professional training in dentistry, it was necessary to create new teaching models that used technology to mediate the teaching, which had to be effective and motivating. A teaching model was developed for undergraduate orthodontics students that integrated the flipped classroom methodology with educational technologies available in the Moodle virtual learning environment of the School of Dentistry, Rio de Janeiro State University (FOUERJ). The course was divided into four weekly theoretical modules. In each module, asynchronously, students had access to video classes, tests and forums with summative and formative assessments, mediated by synchronous meetings with the teacher of the subject when discussions, feedbacks and questions were held, generating more interaction and socialization to the teaching. To evaluate the students' perception of the new teaching model, the Kirkpatrick assessment instrument was applied. The results showed that the students acquired a good level of knowledge (88.5% out of 100%), excellent engagement (93.5% out of 100%). Most students (69.6%) had never or rarely participated in online classes, and all had access to technology for the same. Recorded and available video classes, associated with synchronous meetings became the preference (100%) regarding the teaching modality for the lecture classes. The flexibility of schedules and the possibility of watching the classes more than once were cited as the main advantages of the methodology applied. Regarding perception, students considered that the course presented excellent quality (95.6%), was well organized (100%), and stimulated learning (91.3%); the activities were clear and fair (95.7%), and the method was effective (95.7%). From the results it can be concluded that the described methodology promoted excellent student’s Reaction, Learning, Behavior, and Social Capital gain.