Face-to-face teaching in the Physiotherapy course: lessons left by the pandemic
DOI:
https://doi.org/10.22421/1517-7130/es.2022v23.e883Keywords:
Learning, Teaching, Physical Therapy ModalitiesAbstract
With the COVID-19 pandemic, teaching needed to be suddenly changed to the emergency
remote teaching format and after the return to face-to-face teaching there were changes. To
present the professor's perception of the contributions of emergency remote teaching to their
professional role in the face-to-face model. This is a qualitative research with interviews with
professors who taught in the Physiotherapy course at the Midwest State University during the
emergency remote teaching. Ten professors were interviewed. Learning was characterized in its
knowledge construction process, models involving active methodologies were the most used,
human contact gained relevance in the comments. All professors transformed their didactic
action. The emergency remote teaching model promoted changes in the way of teaching and
teaching models based on active methodologies were more incorporated into the face-to-face
model.
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