Grado de satisfacción con la enseñanza virtual en docentes de Ciencias de la Salud durante la pandemia COVID-19

Introduction

Satisfaction is a category in the emotional sphere that encompasses psychological well-being and enjoyment during academic experiences, closely linked to academic success. The COVID-19 contingency generated abrupt changes in the teaching-learning dyad due to the transition to virtual learning, potentially impacting faculty satisfaction. This study evaluated the degree of satisfaction in the teaching process of Health Sciences faculty during the COVID-19 pandemic, highlighting the diversity of clinical teaching practices due to the essential physical interaction in the healthcare setting.

Methods

A validated Likert-type content-based satisfaction measure was self-administered to 76 teachers using a Microsoft Forms® survey. Three relevant dimensions were analyzed: teaching-learning process, technological facilities and infrastructure, and technological competencies. Four response types were used: Dissatisfied (DS) - Slightly satisfied (SS) - Satisfied (S) - Very satisfied (VS). Statistical analysis was performed using SPSS version 20.0.

Results

The level of satisfaction was distributed as follows: 43.42%, 55.26%, and 1.32% for VS, S, and SS, respectively. No significant differences were found in the level of satisfaction between men and women (p = 0.508), nor between dimensions (p = 0.174). By job dependency, it was shown that nursing teachers reported a significantly higher level of satisfaction or “very satisfied” (p = 0.0185).

Conclusion

Health Sciences educators report being Satisfied or Very Satisfied with the virtual teaching-learning process, technological facilities and infrastructure, and digital skills in response to the health emergency.