<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712022000200801</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v46.2-20210018</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias ativas e tecnologias digitais na educação médica: novos desafios em tempos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Active methodologies and digital technologies in medical education: new challenges in pandemic times]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Diego Salvador Muniz da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sé]]></surname>
<given-names><![CDATA[Elisandra Villela Gasparetto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Valéria Vernaschi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borim]]></surname>
<given-names><![CDATA[Flávia Silva Arbex]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Marilda Siriani de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilha]]></surname>
<given-names><![CDATA[Roberto de Queiroz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Max Planck  ]]></institution>
<addr-line><![CDATA[Indaiatuba São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>46</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712022000200801&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712022000200801&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712022000200801&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: A educação médica no Brasil atravessa um momento de grande transformação que requer adaptações e novos modelos de ensino. Diante da velocidade com que novas informações na área da saúde são produzidas, a incorporação das tecnologias digitais na prática educacional torna-se imprescindível, possibilitando a interação virtual e o acesso às bases de dados remotas. A associação entre as tecnologias digitais e as metodologias ativas, que promovem a autonomia dos estudantes e o desenvolvimento do pensamento crítico-reflexivo, implica novos desafios no contexto da educação em tempos de pandemia. Este ensaio analisa o uso de tecnologias digitais na educação médica e de saúde, destacando sua associação com as principais formas de metodologias ativas e os desafios da educação por acesso remoto, no contexto da pandemia da Covid-19.  Desenvolvimento: Devido às medidas de distanciamento físico e de interrupção de atividades educacionais presenciais, as instituições de ensino vivenciaram mudanças drásticas com a necessidade de rápida adaptação na tentativa de atenuar os impactos da pandemia no ensino. O uso de ferramentas digitais como plataformas virtuais e o acesso remoto (síncronos e assíncronos) foram algumas das estratégias amplamente utilizadas. O levantamento de potenciais desafios na associação entre metodologias ativas e ensino remoto foi tratado de modo a problematizar o processo educacional em tempos de pandemia.  Conclusão: A pandemia da Covid-19 evidenciou a necessidade de inovação nos métodos de ensino-aprendizagem e acelerou a utilização das tecnologias digitais e a adaptação a elas. A associação dessas tecnologias com metodologias ativas tornou-se um novo desafio para docentes e estudantes, e requer estudos adicionais sobre eficácia e implicações do ensino remoto na formação de futuros profissionais da saúde.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Medical education in Brazil is going through a time of great transformation that requires adaptations and new teaching models. Given the speed with which new information in the health area is produced, the incorporation of digital technologies in educational practice becomes essential, enabling virtual interaction and access to remote databases. The association between digital technologies and active methodologies, which promote student autonomy and the development of critical-reflective thinking, entails new challenges in education. This essay analyzes the use of digital technologies in medical and health education, highlighting their association with the main forms of active methodologies and the challenges of remote education, in the context of the Covid-19 pandemic.  Development: Due to social distancing measures and the interruption of in-person educational activities, educational institutions have experienced drastic changes with the need for rapid adaptation to mitigate the impacts of the pandemic on education. The use of digital tools such as virtual platforms and remote access (synchronous and asynchronous) were widely used strategies. Potential challenges in the association between active methodologies and remote learning were investigated to problematize the educational process during the pandemic.  Conclusion: The Covid-19 pandemic highlighted the need for innovation in teaching-learning methods and accelerated the use and adaptation to digital technologies. The association of these technologies with active methodologies has become a new challenge for teachers and students and further studies are required on the effectiveness and implications of remote learning for the training of future health professionals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Educação Híbrida]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="en"><![CDATA[Pandemics]]></kwd>
<kwd lng="en"><![CDATA[Hybrid Education]]></kwd>
</kwd-group>
</article-meta>
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