Introduction:

The return to post-pandemic in-person teaching in Brazilian medical schools required adjustments on the part of students and teachers, to readjust to the traditional teaching model after the remote regime was implemented.

Objective:

This study determined, from the student’s perspective, the post-pandemic pedagogical strategies, challenges during the transition period, benefits of returning to in-person learning, faculty performance in this context, and recommendations for post-pandemic in-person medical education in a public university in Rio Grande do Norte, Brazil.

Method:

Both quantitative and qualitative approaches were employed for data collection and analysis. The research involved 185 medicine students, and their responses were gathered between November 2022 and May 2023.

Result:

According to the data, the use of information and communication technologies (ICTs) persisted in in-person education. The main challenges encompass increased expenses, uncertainty regarding learning, and fatigue. Nevertheless, students valued interactivity, motivation, and the opportunity to clarify doubts with instructors during in-person classes. Emphasis was placed on the need for dynamic classes, the adoption of a hybrid teaching approach, and the ubiquitous use of technology in medical education. Additionally, the importance of schedule organization, assessment diversification, and investment in instructors and infrastructure is highlighted.

Conclusion:

In summary, the study reveals that key remote teaching strategies, such as online platforms and asynchronous access to resources, seamlessly transitioned into in-person education. However, challenges such as financial burdens and adapting to the in-person format were notable. Despite this, students emphasized the benefits of increased engagement and improved learning outcomes, underscoring the importance of maintaining a dynamic and adaptive approach to post-pandemic education.

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