Abstract: Introduction: Distance learning emerged as an emergency tool used in Higher Education during the COVID-19 pandemic. These circumstances led to the increased use of Information and Communication Technologies (ICTs) for teaching and learning in Medicine courses. Objective: To conduct an integrative review to clarify the main positive and negative aspects found in the exercise of medical education in these atypical conditions. Method: Articles were searched on the following databases: Virtual Health Library (VHL), Embase, Education Resources Information Center (ERIC), Medline (via PubMed), Scopus and Web of Science Result: At the end of the screening and selection processes, 69 articles were included, from which information was extracted regarding the characteristics, positive and negative aspects of each remote medical teaching experience offered during the pandemic. Among the main positive aspects, we highlight the positive evaluation of the curricular component by the students, greater student autonomy, greater participation and communication among students and the absence of any learning deficit. The main negative points include the suspension of practical classes, complications arising from the use of technologies (connectivity, training and organization) and lack of social contact. Conclusion: It is observed that student autonomy and self-discipline is a crucial factor in taking full advantage of the distance learning approach, and perhaps the classic face-to-face student was not prepared for such a sudden change. Still, it is clear that, due to the urgency of implementing this new form of learning, distance learning has not had enough time to mature and be perfected to the point of being considered a medical education strategy applicable in the long term. Distance learning was crucial for the continued training of new doctors for an extended period of time. However, it needs to be reassessed and improved as a pedagogical strategy that uses ICTs for medical education.

Resumo: Introdução: O ensino remoto surgiu como ferramenta emergencial no processo de educação superior durante a pandemia da Covid-19. Nesse cenário, amplia-se a possibilidade de ensinar e aprender por meio das tecnologias da informação e comunicação (TIC) nos cursos de Medicina. Objetivo: Este estudo teve como objetivo realizar uma revisão integrativa que esclareça os principais aspectos positivos e negativos encontrados no exercício do ensino médico, nessas condições atípicas. Método: A busca dos artigos se deu nas seguintes bases: Biblioteca Virtual em Saúde (BVS), Embase, Education Resources Information Center (ERIC), Medline (via PubMed), Scopus e Web of Science. Resultado: Ao final dos processos de triagem e seleção, incluíram-se 69 artigos, dos quais foram extraídas informações quanto às características dos aspectos positivos e negativos de cada experiência de ensino remoto médico ofertado nesse período pandêmico. Entre os principais aspectos positivos, destacam-se a avaliação positiva do componente curricular pelos estudantes, a maior autonomia do aluno, a maior participação e comunicação entre os alunos, e a ausência de déficit de aprendizado. Entre os principais pontos negativos, observam-se a suspensão das aulas práticas, as complicações decorrentes do uso das tecnologias (conectividade, capacitação e organização) e a ausência de contato social. Conclusão: Observa-se que a autonomia e a autodisciplina discentes são fatores cruciais para o aproveitamento pleno de abordagem de aprendizagem remotamente, e talvez o aluno presencial clássico não estivesse preparado para tal mudança brusca. Ainda, percebe-se que, pela urgência de implantação dessa nova forma de aprendizagem, o ensino remoto não tenha tido tempo e maturidade o suficiente para que fosse aperfeiçoado ao ponto de ser considerado uma estratégia de educação médica aplicável em longo prazo. O ensino remoto foi crucial para que a formação de novos médicos não fosse descontinuada por um período de tempo tão extenso. Porém, o ensino remoto precisa ser reavaliado e aperfeiçoado como estratégia pedagógica que utiliza TIC para o ensino médico.

Spodoptera frugiperda (Smith, 1797) (Lepidoptera: Noctuidae) is considered to be the main pest of maize crops in Brazil. Entomopathogenic nematodes (EPN) may be used to control this pest and exhibit different, unique abilities to search for their hosts. The movement of EPN in relation to S. frugiperda was evaluated. To test for horizontal movement, a styrofoam enclosure filled with sand was divided into segments, nematodes were placed at the entrance to the enclosure and a larva was placed at the end of each division. The same approach was used to evaluate vertical movement; however, PVC pipes were used in this case. In general, the mortality was inversely proportional to the initial distance between host and nematodes. In the vertical displacement test, both nematodes were able to kill the larvae up to a distance of 25 cm. Therefore, the infective juveniles of H. amazonensis and S. arenarium can search out, infect and kill larvae of S. frugiperda at distances of up to 60 cm and 25 cm of horizontal and vertical displacement, respectively.

Mycotretus apicalis es un erotilído comúnmente encontrado en cultivos de Pleurotus sajor-caju, al sur del Estado de Minas Gerais, Brasil, y podría ser una plaga. El ciclo de vida es estudiado por primera vez, teniendo como recurso alimenticio y substrato de oviposición al hongo P. sajor-caju seco. M. apicalis tiene un tiempo promedio de una generación de tres semanas y el periodo huevo-adulto fue, aproximadamente, 22 días, con cuatro instares larvales y la longevidad promedio del adulto de 89,7±32,89 días. Esos resultados demuestran que la especie M. apicalis posee alta tasa de aumento poblacional, indicando gran potencial como insecto plaga.

Mycotretus apicalis is an erotylid beetle that is commonly found in cultivations Pleurotus sajor-caju in Minas Gerais, Brazil and could potentially be a pest. The life cycle is studied for the first time by laboratory rearing using dried P. sajor-caju mushrooms as both a feeding resource and an oviposition substrate. M. apicalis species has a generation time of about three weeks, with the egg-adult period was about 22 days, four larval instars, and the average longevity for adults of 89.7 ± 32.89 days. These results suggest that the M. apicalis has a potentially high rate of population increase, indicating its great potential to be a pest insect.