The perception of medical students about their participation in a program to cope with COVID-19

Authors

DOI:

https://doi.org/10.26673/tes.v17i00.14681

Keywords:

Medical education, Undergraduate medical education, Medical students, COVID-19

Abstract

This article aims to analyse the perceptions of Brazilian medical students about their participation in the program "Brasil Conta Comigo", which proposes to insert health students in different contexts amid the COVID-19 pandemic. A cross-sectional study was carried out among Brazilian senior medical students at a public university that answered a self-applied questionnaire (76% response rate). From the students' perception, they emphasize their feeling of secure and preparedness for the clinical practice experience in a pandemic context. In addition, they also highlighted the importance of the program for their training as future professionals and pointed out negative aspects of this experience such as the distancing from their families and the anxiety in the face of an uncertain context. Nevertheless, the exposure of medical students to clinical practice in the context of a pandemic is an important factor in professional development. Medical students play a key role in public health, helping to offer assistance and health care to the country's most vulnerable population.

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Author Biographies

Eveline Tonelotto Barbosa Pott, Federal University of São Carlos (UFSCAR), São Carlos – SP

Postdoctoral Student, Department of Teaching Methodology.

Henrique Pott-Junior, Federal University of São Carlos (UFSCAR), São Carlos – SP

Adjunct Professor, Department of Medicine. Doctorate in Infectology (UNIFESP).

References

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Published

20/04/2021

How to Cite

BARBOSA POTT, E. T.; POTT-JUNIOR, H. The perception of medical students about their participation in a program to cope with COVID-19. Themes in Education and Health, Araraquara, v. 17, n. 00, p. e021001, 2021. DOI: 10.26673/tes.v17i00.14681. Disponível em: https://periodicos.fclar.unesp.br/tes/article/view/14681. Acesso em: 21 nov. 2024.

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Section

Artigos - Área da Educação

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