Amanda Raquel Soto Perez1, Alfredo Eymann2, Roberta Ladenheim3, Fabiana Reboiras4, Eduardo Durante5, Marcelo Figari6. 1. Instituto Universitario del Hospital Italiano (IUHI). Centro de Investigación en Educación para Profesionales de la Salud (CIEPS). Buenos Aires, Argentina.. amanda.soto@hospitalitaliano.org.ar. 2. Instituto Universitario del Hospital Italiano (IUHI). Centro de Investigación en Educación para Profesionales de la Salud (CIEPS). Buenos Aires, Argentina. . alfredo.eymann@hospitalitaliano.org.ar. 3. Instituto Universitario del Hospital Italiano (IUHI). Centro de Investigación en Educación para Profesionales de la Salud (CIEPS). Buenos Aires, Argentina. . roberta.ladenheim@hospitalitaliano.org.ar. 4. Instituto Universitario del Hospital Italiano (IUHI). Centro de Investigación en Gestión, Docencia y Desarrollo Universitario (CIGeDDe). Buenos Aires, Argentina. . fabiana.reboiras@hospitalitaliano.org.ar. 5. Instituto Universitario del Hospital Italiano (IUHI). Centro de Investigación en Educación para Profesionales de la Salud (CIEPS). Buenos Aires, Argentina. . eduardo.durante@hospitalitaliano.org.ar. 6. Instituto Universitario del Hospital Italiano (IUHI). Centro de Investigación en Educación para Profesionales de la Salud (CIEPS). Buenos Aires, Argentina. . marcelo.figari@hospitalitaliano.org.ar.
Abstract
Introduction: The COVID-19 pandemic limited in person presentation of final works and theses for the completion of specializations, masters and doctorates. Objective: To describe the experience in remote presentations of summative essays and thesis. Materials and methods: A qualitative-quantitative cross-sectional study was carried out. Perceptions of graduates and examiner board members were explored through a questionnaire. Results: 54 presentations were included: 53.7% specializations, 40.7% masters and 5.6% doctorates. The average audience number was 34 and distance to the university was 273.6 km. 116 professionals answered: graduates 28.4% and examiner board members 71.6%. They were female gender in 51.5% and 36.1%, respectively. 100% of graduates and 96.3% of examiner board members believed that they were able to present the results of the investigation, and only 3% and 7.3%, respectively, reported technical difficulties. Positive aspects identified by graduates were higher comfort (45.5%), and greater audience number (36.4%); while the examiner board members identified preventing transportation (37,8%) and taking advantage of technologies (35,4%). Graduates identified as negative aspects audience invisibility (33.3%), and potential threat of technical difficulties (27.3%); whilst the examiner board members identified none (31,7%), and potential threat of technical difficulties (20,7%). Conclusion: Remote presentations were successful for graduates and examiner board members, and allowed to continue and finish academic postgraduate training. Universidad Nacional de Córdoba.
Introduction: The COVID-19 pandemic limited in person presentation of final works and theses for the completion of specializations, masters and doctorates. Objective: To describe the experience in remote presentations of summative essays and thesis. Materials and methods: A qualitative-quantitative cross-sectional study was carried out. Perceptions of graduates and examiner board members were explored through a questionnaire. Results: 54 presentations were included: 53.7% specializations, 40.7% masters and 5.6% doctorates. The average audience number was 34 and distance to the university was 273.6 km. 116 professionals answered: graduates 28.4% and examiner board members 71.6%. They were female gender in 51.5% and 36.1%, respectively. 100% of graduates and 96.3% of examiner board members believed that they were able to present the results of the investigation, and only 3% and 7.3%, respectively, reported technical difficulties. Positive aspects identified by graduates were higher comfort (45.5%), and greater audience number (36.4%); while the examiner board members identified preventing transportation (37,8%) and taking advantage of technologies (35,4%). Graduates identified as negative aspects audience invisibility (33.3%), and potential threat of technical difficulties (27.3%); whilst the examiner board members identified none (31,7%), and potential threat of technical difficulties (20,7%). Conclusion: Remote presentations were successful for graduates and examiner board members, and allowed to continue and finish academic postgraduate training. Universidad Nacional de Córdoba.