<?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>S1981-52712025000100204</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v49.1-2024-0020</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transição do ensino remoto para o presencial: perspectivas de estudantes de medicina após a pandemia de COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Transitioning from Remote to In-Person Learning: Medical Students&#8217; Perspectives after the COVID-19 Pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Louise Helena de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Augusto]]></surname>
<given-names><![CDATA[Mariana Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dantas]]></surname>
<given-names><![CDATA[Larissa Denise Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souto]]></surname>
<given-names><![CDATA[Maria Eduarda Varela Cavalcanti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Ellany Gurgel Cosme do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Thales Allyrio Araújo de Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Mossoró Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>49</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712025000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução:  O retorno ao ensino presencial pós-pandemia nas escolas médicas brasileiras careceu de adequações por parte de estudantes e professores, no sentido de eles se reajustarem ao modelo de ensino tradicional após o regime remoto implantado.  Objetivo:  Este estudo determinou, sob a perspectiva dos estudantes, as principais estratégias pedagógicas pós-pandêmicas utilizadas, os desafios durante o período de transição, os benefícios do retorno ao presencial, o desempenho docente nesse contexto e as recomendações para a educação médica presencial pós-pandemia em uma universidade pública no Rio Grande do Norte, no Brasil. Método: Abordagens quantitativas e qualitativas foram utilizadas para coleta e análise de dados. A pesquisa envolveu 185 estudantes de Medicina, e suas respostas foram coletadas entre novembro de 2022 e maio de 2023.  Resultado: De acordo com os dados, o uso de tecnologias de informação e comunicação (TIC) persistiu no ensino presencial. Os principais desafios incluíram aumento de despesas, incerteza em relação ao aprendizado e fadiga. No entanto, os estudantes valorizaram a interatividade, a motivação e a oportunidade de esclarecer dúvidas com os instrutores durante as aulas presenciais. Destacaram-se a necessidade de aulas dinâmicas, a adoção de uma abordagem de ensino híbrido e o uso ubíquo de tecnologia no ensino médico. Além disso, sobressaíram a importância da organização de horários, a diversificação das avaliações e o investimento em instrutores e infraestrutura.  Conclusão:  O estudo revela que as estratégias-chave de ensino remoto, como plataformas online e acesso assíncrono a recursos, integraram-se facilmente à educação presencial. No entanto, desafios como encargos financeiros e adaptação ao formato presencial foram notáveis. Apesar disso, os alunos enfatizaram os benefícios do aumento do engajamento e os melhores resultados de aprendizagem, destacando a importância de manter uma abordagem dinâmica e adaptativa à educação pós-pandêmica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  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&#8217;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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia por Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Corpo Docente]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia da Informação e Comunicação]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Covid-19 pandemic]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
<kwd lng="en"><![CDATA[Faculty]]></kwd>
<kwd lng="en"><![CDATA[Information and communication technology]]></kwd>
</kwd-group>
</article-meta>
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