A new path began to take shape in early March, when on the 6th it was decided, in a meeting of the CAML (Lisbon Academic Medical Centre), to suspend all classroom activities and everything that involved contact between students and patients. From then on, it became imperative to find other action plans that would make distance learning classes possible, not accepting the possibility of the learning of students, who now saw classes suddenly interrupted, being affected.
This would mean a challenging weekend planning a work scheme, involving actors from different areas. It was a mastery task promoted by the President of the Pedagogical Council, Professor Joaquim Ferreira, who immediately organized a “contingency team”.
The students of the Pedagogical Council, fundamental pieces in a process that only would work if everyone did their best, report what followed on Monday, 9 March, early in the morning, “An extraordinary meeting of the Pedagogical Council (CP) was called. On 8 March, the PC officially took its first steps: the pedagogical recommendations were approved“.
Also on that day, the Council of Portuguese Medical Schools (CEMP), chaired by the Director of the Faculty of Medicine, Fausto J. Pinto, issued a statement announcing the suspension of all classroom activities, something that would translate into closing the Schools.
There was no longer any doubt, classes would end for everyone, as well as the year 6 internships. Maintaining activity, in a space shared with the largest hospital in the country, did not guarantee safety for the teaching staff, students and staff, as well as weakening the actual patients.
On 11 March, punctually at 8 am, more than 300 students connected simultaneously. Five days later, on 16 March, year 6 resumed the theoretical classes.
In a silent marriage between the Board, Pedagogical Council, Lecturers and Students, Course Committees and Students’ Association, everything was in place, all timetables were readjusted so that classes could be created for everyone, without confusion, through the “orderly entry of these classes by slots, in virtual rooms”, one of those responsible later explained to me. But it all worked out because a small team gave up many hours of sleep and family time in favour of the spirit of unity, professional pride and above all because they felt the mission they needed to help get information to students.
The format was implemented on the Zoom platform and difficulties with time limits per session, as well as regarding the number of participants for each class, were overcome as the Audio-visual Team quickly found the alternative of streaming through YouTube, in order to ensure that all interested students were not left out.
It was all this exercise of fitting things into a new puzzle that allowed ensuring distance learning, both for the Integrated Master Degree in Medicine, and the Bachelor Degrees in Nutrition Sciences, Biomedical Engineering and Health Sciences.
So that nothing escaped a premeditated organization, for each year a person responsible for monitoring was assigned, ensuring the recording of classes, as well as the communication of more immediate difficulties. “Maybe this was the secret of everything going well!”, said João Godinho of the Audio-visual Team.
Shortly after 7 am, on 11 March, we received a photograph on the cell phone, with several people sitting in front of computers and wearing headsets: “everything is tested here and we are ready to start classes”. The message was sent by Isabel Aguiar, Director of the Administrative Management Services at the Faculty.
In the meantime, two months have passed, the time we wanted to wait until we were able to ask them for time again, so that they would let us live those first moments of uncertainty and pressure, but always looking on the positive side of the crisis processes. Still, without being able to represent everyone, here are some of the persons who helped to change the class concept.
João Godinho – Coordinator of the Audio-visual Team, the team that was technically managing everything
When you were told that the Faculty was going to have to teach at a distance, what were your main reactions and thoughts?
João G: In fact, since 2004 we have been providing years 1 and 2 of the IMDM via videoconference, in the Faculty's auditoriums, daily to the University of Madeira, so it was not that unusual. But, what came to my mind immediately, was how I could adjust our know-how acquired over these years to the new technologies available for this new situation.
Pedro Mendes – Supports year 4 classes and works at the Administrative Units
Pedro M: I need a microphone with headset!”. That's what I thought.
The day when the students' curfew was decided was unique. There was still no clear idea of what awaited us. The next day was even stranger, with the Faculty’s corridors without the students’ usual buzz and bustle. Basically, that is what keeps our School alive and the reason for our mission. “I need a microphone with headset!" That's what I thought.
When I was challenged to ensure distance classes (via zoom), everything was immediate and quickly a work team was formed, led by João Godinho and advised by the Pedagogical Council and Year Coordinators. The work was divided and the responsibility shared to support each of the curricular years and their respective rotations in the clinical years. I was responsible for supporting the year 4 rotation.
Support for classes in the first two days was still carried out at the premises of our Faculty. There was some initial concern, due to the lack of knowledge of the platform and the lack of time for training (we all resorted to self-teaching: experimenting and learning), but it was quickly mitigated. All of us (including students and lecturers) started from something that did not exist and was still unknown and built a safe and reliable education network, despite the context. The focal point was communication (special thanks to Dora Ramos, who has done an incredible job). In fact, at no time did I fear that we would not be able (as a team) to “deliver this message”, but the response given far exceeded the best prospects. The group could not have been better and allowed, from the first minute, a relaxed and informal work environment. In a short time, we all got used to it and we welcomed the new colleague “Zoom” with open arms.
Sara Ambrósio – Provides administrative support to the Nutrition Sciences Degree (foto)
Sara A: I thought we were going to start a new learning process, completely unknown to everyone, but, if it happened, we would quickly have to act and start working, to ensure that classes never stopped and students would not be affected, thus guaranteeing some 'normality'.
Bernardo Serro – Supports mobility students and works in the Academic area (Foto)
Where did this initiative to volunteer to support students at a distance come from?
Bernardo S: The initiative came from a meeting via Zoom with my boss, when the problem as to how the public tests of year 6 of the Integrated Master Degree in Medicine were going to take place was posed. I was determined that the tests would have to be carried out using the Zoom application and that was when I demonstrated my knowledge of this application, as I had already used it in a Ph.D. I am currently studying. I was then asked by the boss if I would be willing to ensure the public exams for year 6 and, without hesitating, I accepted the challenge.
From the beginning, you and your entire team were part of the technical organization of the classes. Can you describe the days when, even in coordination with Professor Joaquim Ferreira and the students’ committees, you had to structure everything so that things would be ready?
João G: Professor Joaquim Ferreira was the key to the success of this whole mechanism of ensuring all videoconference classes from home.
Without his leadership, we would certainly not have the same adhesion on the part of the lecturers.
I am grateful for the total trust that the Professor placed in me regarding the reorganization of the structure created to support and monitor the virtual classes, with the essential collaboration of Dr Isabel Aguiar.
From the start, colleagues André Fonseca, André Silva, Bruno Santos, Bernardo Serro, Celina Vieira, Gonçalo Dinis, Miguel Andrade, Paulo Caeiro, Pedro Mendes, Rui Vila, and Sara Ambrósio, showed enormous professionalism and competence for the task assigned to them.
I quickly realized that I had the right team for this new challenge.
Celina Vieira - works at the Organizational Advisory Office of APA - Administrative Units - and from the first day she was at the forefront with the first team of the classes
Celina V: From the experience I had and in terms of contribution and personal experience, I can say that it was very challenging. It was a true "alignment of the troops" from one day to the next (literally). The management and monitoring of classes was done from home in teleworking. There was really a need to adapt family routines, to manage schedules according to this “new responsibility” while we live in a pandemic reality with all the care / routines that this implies.
After a few weeks, which become months, I think it is really important to emphasize the collective effort of everyone (non-teaching staff, teachers and students). We managed to ensure, even in other ways, the essence of teaching through new online tools and with the proper “social distance”.
Given this distance learning new scenario, what were the biggest challenges you had to face?
Pedro M: At the end of the second day of distance learning support, we made the joint decision that work would be guaranteed from home as early as the following day (13 March). The real challenge began at that moment. The focus started to be directly on the binomial family management - teleworking and required a lot of "suppleness".
In general, it has been a daily sacrifice, due to the need to manage the family and work simultaneously, but with the feeling of accomplishment both regarding the colleagues who are also struggling to keep the educational activity going, and the institution itself, which has a place and prestige to defend. The hours of rest and leisure have disappeared and family life is reduced, but I hope that the whole process will act as a teaching platform in the event that this circuit has to be implemented and improved again in the near future.
João, if I asked you for one of the most positive points of this new class system, would you be able to identify it already?
João G: The recordings of the classes, which are placed on Google Drive and disseminated by the students of the Pedagogical Council. This repository of classes is, without a doubt, one of the very positive points of this contingency plan.
I think that, until now, all classes have been taught, despite all the constraints that come up on a daily basis.
It is also important to note that all the occasional updates of the schedules are informed by Dora Ramos of the Pedagogical Council, who liaises with the lecturers and our colleagues who support the sessions.
Is there a particular situation that marked you at this stage, Pedro?
Pedro M: From the lecturers’ point of view, there was often the need to teach their classes from their hospital unit, with all the implications that arose from that. Many work computers are not prepared for this purpose and sometimes interruptions occurred (because their duty to the patients was above all). On this matter, there was a very peculiar situation. I was on the telephone with a Professor, helping him to prepare the computer he was going to connect from and, at that moment, he received information about a serious problem in his unit. I realized, directly, the concern that invaded that service, even forcing the Professor to change facilities. Despite the setbacks, he kept his focus and concern on finding an alternative to give the class to his students. And he did!
Given this distance learning new scenario, what were the biggest challenges you had to face?
Pedro M: At the end of the second day of distance learning support, we made the joint decision that work would be guaranteed from home as early as the following day (13 March). The real challenge began at that moment. The focus started to be directly on the binomial family management - teleworking and required a lot of "suppleness".
In general, it has been a daily sacrifice, due to the need to manage the family and work simultaneously, but with the feeling of accomplishment both regarding the colleagues who are also struggling to keep the educational activity going, and the institution itself, which has a place and prestige to defend. The hours of rest and leisure have disappeared and family life is reduced, but I hope that the whole process will act as a teaching platform in the event that this circuit has to be implemented and improved again in the near future.
João, if I asked you for one of the most positive points of this new class system, would you be able to identify it already?
João G: The recordings of the classes, which are placed on Google Drive and disseminated by the students of the Pedagogical Council. This repository of classes is, without a doubt, one of the very positive points of this contingency plan.
I think that, until now, all classes have been taught, despite all the constraints that come up on a daily basis.
It is also important to note that all the occasional updates of the schedules are informed by Dora Ramos of the Pedagogical Council, who liaises with the lecturers and our colleagues who support the sessions.
Is there a particular situation that marked you at this stage, Pedro?
Pedro M: From the lecturers’ point of view, there was often the need to teach their classes from their hospital unit, with all the implications that arose from that. Many work computers are not prepared for this purpose and sometimes interruptions occurred (because their duty to the patients was above all). On this matter, there was a very peculiar situation. I was on the telephone with a Professor, helping him to prepare the computer he was going to connect from and, at that moment, he received information about a serious problem in his unit. I realized, directly, the concern that invaded that service, even forcing the Professor to change facilities. Despite the setbacks, he kept his focus and concern on finding an alternative to give the class to his students. And he did!
Apart from one of your team members, all of you have children, yours and Rui's are small (I don't know about Paulo). Where does the family stand when you all knew you had an entire Faculty (how many students?) needing you? How has this management been like?
João G: In fact, it is a very sensitive issue, which touched me deeply.
The family, in my case, and I think it is transversal to all the team members, is undoubtedly a basic pillar in this stage of our lives.
It has required huge effort to get around all tasks, reconciling work with the kids’ schoolwork. It would undoubtedly be very complicated to do all this without the support of the family.
How have the routines been like, is there any case or situation that you would like to highlight?
Bernardo S: This new challenge brought some changes to my normal routine, which was already altered by the fact that we were teleworking, but some personal and family sacrifice was necessary. Despite not having children, I live with family members, whom I asked to remain silent during public tests and not to use electronic devices in order not to make the home Internet network even slower. In the end, I ended up using a 3G mobile broadband internet, which I have when I go on holiday, but for now it has been the solution.
In general, all public tests have been done as normally as possible, except in a single case of a student who had several technical problems with her equipment and who ended up having to postpone the test.
I know that we have not yet exited the alert phase, but the truth is that we have started to return to the routines of the past. Still, can I ask you if anything has changed in you? Have you been afraid at some point?
João G: Yes, without a doubt! Our routines will never be the same from this moment on. We will wait for the end of the school year to evaluate our experience and plan for the future based on this radical change in teaching.
In my opinion, all this change enriched traditional teaching methodologies.
Sara A: I have always done my best to protect myself and comply with the recommendations of the health authorities, so I have never been afraid in the true sense of the word. I have thought and think many times about what it will be like from now on, what the reconfigurations will be in our life, what it will be like to live in the 'new normal' situation and what its practical implications will be. It is the uncertainty that brings me some anxiety in this period and perhaps what has changed me the most is anxiety… I became an even more anxious person than before, but fortunately, I have been able to deal with it (or at least tried).
I have been at home since March, but I know that this will not last forever and that we will gradually resume our activities... but it will be strange, at least for me. It was strange to have to stay in confinement and it will be strange to leave again, because it is as if I leave the ‘bubble’ that has been safeguarding me until now, if you know what I mean. But there you go, little by little we are resuming our life and we will certainly adapt. I sincerely hope that everything goes well.
Pedro, one day when this is over, will we go back to doing everything as we did? Or maybe we will open a new era of classes?
Pedro M: One of the great battles of our lecturers is to permanently find alternatives that improve the students' experience in the auditorium classes. However, the digital world is an unfair competitor and access to information has never been more comfortable, simple and immediate.
This whole experience may open a window of opportunity to reformulate some teaching terms. Class schedules may possibly include one distance learning day per week (one day per curricular year, for example), while allowing managing resources at FMUL (more spaces available for other academic years) , more space for students to be and study) and save student resources (travel time, travel costs, among others). At the limit, there are now conditions for a 180-degree restructuring in the model of theoretical classes and this whole part of teaching can be easily provided at a distance. There is no greater proof of success and resilience than what our teachers, students and staff have demonstrated every day. Classes started to be taught at a distance 24 hours after the decision to close FMUL and very few have not taken place or not been attended by most students. We are all to be congratulated!
Even so, and even with the huge success that distance learning has been, face-to-face contact can never be dissociated from the relationship between lecturers and students. There are specific skills in the students’ growth that are only learned when in contact with their lecturers. Finding the balance between distance and face-to-face classes will be one of the great challenges in the near future!
After such a phase, can we look at the distance between us as beneficial learning, or as an experience that we no longer want to repeat?
Bernardo S: All learning is beneficial, but the experience we are going through at the moment is not natural for human beings. I learned during my student years that the human being is a social animal, has emotions, is a possessor and transmitter of culture and has the need to transmit it to others. This is the basic principle of the Erasmus programme, the creation of a European culture and citizenship, which for medical students represents much more than that, it allows knowing techniques and pathologies from different regions, thus enriching their knowledge in the areas where they will specialize, as well as their academic curriculum. I am concerned about the current situation, during which we have to guarantee the safety of our students on the one hand, and, on the other, guarantee the practical component of year 6 students, and mobility. Finally, I place my hopes on the lecturers of our Faculty of Medicine, who will be able to solve these problems.
To this incredible group, the news @ fmul team can only say: Thank you!
Pedro Mendes’ note request:
I would like to highlight the great consideration and appreciation of Professors Carlos Moreira and João Forjaz de Lacerda and of students of the year 4 Course Committee, who have made an enormous contribution to minimize the constraints and facilitate this whole experience.
Note from the editorial team: Due to the impossibility of giving us an interview now, we do not mention them, but we also want to highlight in this article Pedro Marçal and Rui Fonseca, also thanking the entire Informatics team for their tireless support.
Thanks also to everyone who responded to us for this article to be realized, because everyone did not need a little personal time to help us in our work!
Joana Sousa
Editorial Team