[Remote teaching in postgraduate health courses at Fiocruz: subsidies for decision-making in teaching management]

Emergency remote teaching (ERT) brought reflections on pedagogical practices, which is mediated by digital technologies. The aim is to analyze associated factors with ERT in the learning process, from the perspective of postgraduate health students at the Fiocruz. A secondary database was used in the context of the Lato (LS) and Stricto Sensu (SS). 736 students participated (302 from LS and 434 from SS) with active registration between 2020-2022. An anonymous digital questionnaire was applied about student profile, organization/experience with remote teaching, institutional relationship and impact of ERT on the learning process. A crude and bivariate adjusted logistic regression model was used. The results show that the loss of theoretical (RC 0.15 LS and RC 0.05 SS) and theoretical-practical (RC 0.18 LS and RC 0.28 SS) had less chance of having a positive impact on learning, thus as regular (RC 0.32 LS and RC 0.15 SS) and poor (RC 0.09 LS) interaction with teachers. Attending most remote classes at home/other spaces was 3.44 more likely to have a positive impact on LS students, as was receiving support from the Institution (OR 2.58); in the SS, the result was the opposite. The results reveal fundamental elements of teaching mediated by educational technologies in postgraduate studies.