Beatriz Zamora López¹, Joaquín Gutiérrez Soriano¹, Mariana Fouilloux Morales¹, Ileana Petra Micu^1,

Faced with the challenge initially posed by the confinement due to Covid-19, educational institutions had to move from an educational model with a predominance of face-to-face, to one online. The objective of this research was to investigate how teachers of a first-year medical subject in Mexico faced this transition and what emotions they experienced. A descriptive cross-sectional study was conducted, where 53 teachers answered online a questionnaire developed to obtain information on the use of technological resources and didactic strategies, their training needs, their opinion regarding online education and the emotions experienced. Descriptive, sex-comparative, and correlational analyses were performed. The majority of teachers reported using Zoom (77.4%) to teach and email (84.9%) to communicate with their students. While more than 90% expressed a positive attitude towards online education, 66% required more preparation and 70% felt it was better to give face-to-face classes. Between 30% and 50% experienced positive emotions, while nine to 30% reported negative emotions. No significant differences by sex were observed in the study variables. The information obtained has not only allowed teachers to obtain greater technological resources and accompaniment based on their specific needs, it has also highlighted the relevance of investigating the impact of these changes on the emotions of teachers, since the management they make of these will affect, in addition to their quality of life, their professional performance.

online education, Covid-19, teaching experience, medical school, emotions