Strategies for critical incidents in virtual classrooms in Obstetrics and Childcare students: implications for their training

Abstract

The general objective of this study was to analyze the coping strategies in the face of critical incidents occurring in virtual classrooms used by students of the Obstetrics and Childcare Career of the Universidad de Antofagasta during the period between March 2020 and April 2022. A qualitative research of interpretative type was carried out, which was based on the experiences that influence people's behavior. The methodological design was based on grounded theory. Nineteen students from the five levels of the course were interviewed by telematic means, who participated voluntarily. The study was approved by the Ethics and Scientific Research Committee of this Institution. The inductive coding and the constant comparison method allowed the theoretical saturation of the data processed in Atlas.ti. Within the results, evasive and denial self-protection strategies were predominantly evidenced in the face of critical incidents related to the disorganization of resources and time, inadequate teaching methods, teacher-student interpersonal conflicts and evaluation problems, which represented over 79% of the total of destabilizing unexpected events experienced in the virtual classrooms. In conclusion, although the students of this career have a comprehensive training elective that aims at the management of these unexpected events, more educational initiatives are required to enhance reflective dialogic spaces in future midwifery professionals. It is also necessary for teachers not only to acquire pedagogical and technological tools, but also to be trained to deal with critical incidents.