Academic monitoring in dentistry as an auxiliary strategy for emergency remote education

Experience report

Abstract

The present study, which has a qualitative and described character, aims to report the experience of academic monitoring as an auxiliary strategy for emergency remote education in a discipline that includes theory, laboratory practice and clinical practice in the context of oral pathology, stomatology, surgery and collective oral health. Given the pandemic moment associated with COVID-19, monitoring actions were planned considering this reality, with a constant concern to minimize the damage caused by the absence of clinical and laboratory activities in the training of enrolled students. Thus, there was the development of education, research and extension activities, such as production and subsequent discussion of exercises and clinical cases related to the topics explained, intermediary in the communication between teachers and students, planning and guidance of health education activities through bibliographical research and subsequent production of materials that were made available to the community through digital media and elaboration of a questionnaire in order to identify/ positive and negative points in the monitoring dynamics from the perspective of students. Based on the above, it was found that academic monitoring served as an auxiliary tool for emergency remote teaching, as it promoted the expansion of theoretical-practical contact of students with the themes seen in class and enabled the theoretical deepening of the student-monitor and the improvement of their skills inherent to the teaching career.