Flipped classroom and the use of role-play in the COVID-19 pandemic
challenges and learning
DOI:
https://doi.org/10.20396/bjos.v21i00.8665368Keywords:
COVID-19, Coronavirus infections, Students, dental, CurriculumAbstract
Aim: In Brazil, COVID-19 remains one of the epicenters of the pandemic, thus, presential educational activities are suspended. The study aimed to describe the approach of flipped classroom performed to provide social distancing and to maintain teaching activities during COVID-19-pandemic. Methods: Flipped Classroom was chosen to be associated with the role-play technique as a central methodology. To bring students closer to activities performed in the non-pandemic period, some actions and assessments were also role-played by Professor simulating patients in virtual meetings. Results: Although the changes in the format of the lessons, our approaches stimulated the students maintained the high frequency of students in the activities (almost 100%) providing continuity activities. Conclusions: This report can reinforce that meaningful learning can be taught by using a virtual/remote approach. However, the potential positive results observed cannot be used as an excuse to maintain remote teaching activities with the objective of cost-cutting by the institutions.
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Copyright (c) 2021 Luiz Alexandre Chisini, Marcus Cristian Muniz Conde, Alessandro Menna Alves, Francine dos Santos Costa
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