From face-to-face education to emergency remote education: the impact of COVID-19 on the teaching-learning strategy Revista da ABENO • 22(1):1655, 2022 – DOI: 10.30979/revabeno.v22i1.1655 1 From face-to-face education to emergency remote education: the impact of COVID-19 on the teaching-learning strategy of a supervised curricular internship Alidianne Fábia Cabral Cavalcanti*; Maria Carolina Valdivino Soares**; Renata Cardoso Rocha Madruga*; Rilva Suely de Castro Cardoso Lucas*; Cassandra Lima Gomes***; Sérgio D´ávila Lins Bezerra Cavalcanti****; Alessandro Leite Cavalcanti**** * Adjunct Professor, School of Dentistry, Universidade Estadual da Paraíba ** Undergraduate student, School of Dentistry, Universidade Estadual da Paraíba *** Municipal Coordinator of Oral Health, Municipal Health Department of Campina Grande **** Associate Professor, School of Dentistry, Universidade Estadual da Paraíba Received: 08/05/2021. Approved: 11/16/2021. ABSTRACT The aim of the present study is to present an experience report related to changes imposed by COVID- 19 on the dynamics of a supervised internship in a public institution of the state of Paraíba, Brazil. In the period before the pandemic, the determinations proposed in the Pedagogical Project established in 2016 were still being implemented, which established a new paradigm for defining curricular activities, especially those related to supervised internship. Of the 480 hours allocated to activities carried out in extramural environments, 37.5% should take place within the scope of Primary Health Care (PHC). Thus, for the “Internship in the Family Health Strategy II” curricular component, the resumption of the remote form was established for the 2021.1 semester. The "Ambulatório Virtual Conexão Odonto" was created, which is a virtual space for the sharing of clinical cases, representing fictitious situations, but elaborated from the clinical experience of the faculty and consistent with real situations experienced in the scope of PHC. Twelve clinical situations, which involved different levels of complexity and presented conditions that affected users of different ages and living conditions, were addressed. It was found that the experience, although challenging, was successful, as emergency remote education was able to awaken in each of those involved the need to overcome this new teaching model. The flow of changes promoted the inclusion of digital tools that contributed to the expansion and/or reconstruction of knowledge, all this, without distancing from the practice of encouraging critical thinking and student autonomy. Descriptors: Education, Dental. Primary Health Care. Health Education. Clinical Clerkship.