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10.1080/14739879.2020.1772123 http://scihub22266oqcxt.onion/10.1080/14739879.2020.1772123 32469632!ä!32469632 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Educ+Prim+Care 2020 ; 31 (4): 247-254 Nephropedia Template TP {{tp|p=32469632|t=2020. Provision of e-learning programmes to replace undergraduate medical students clinical general practice attachments during COVID-19 stand-down |pdf=|usr=}}{{32469632}} gab.com Text Provision of e-learning programmes to replace undergraduate medical students clinical general practice attachments during COVID-19 stand-down JO: Educ Prim Care http://www.kidney.de/pget.php?&tw=1&pmid=32469632 #FOAvip Senior medical students at the University of Auckland, New Zealand spend most of their learning time in clinical attachments. Experiential apprentice-style training is traditionally recognised as an important aspect of obtaining competency. In March 2020 they were stood down from their general practice placements in the context of a national response to the COVID-19 pandemic. Acute conversion of their general practice education from experiential clinical exposure to online and offsite learning was required. This paper describes the steps taken and the underlying theoretical foundations for our expediently developed online course. Our online learning programme has three online components, reflecting the domains of educational environment theory: asynchronous discussion forums; a symposium facilitating social interactions and teacher presence, and a portfolio facilitating personal goal aspects. The latter is underpinned by a multi-theories model of adult learning, built upon the scaffolding framework that supports our entire medical curriculum. Within this theory, we propose a five-stage model of learning. Learning from this experience contributes to the body of knowledge around online education, particularly in meeting the needs of a clinical attachment traditionally grounded in experiential learning. It is hoped that the mechanisms described here might be useful to other educators facing similar challenges. Twit Text FOAVip Provision of e-learning programmes to replace undergraduate medical students clinical general practice attachments during COVID-19 stand-down ????Educ Prim Care http://www.kidney.de/pget.php?&tw=1&pmid=32469632 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32469632 #FOAvip English Wikipedia <ref>{{Cite pmid|32469632}}</ref> Provision of e-learning programmes to replace undergraduate medical students clinical general practice attachments during COVID-19 stand-down #MMPMID32469632 Roskvist R; Eggleton K; Goodyear-Smith F Educ Prim Care 2020[Jul]; 31 (4): 247-254 PMID32469632show ga Senior medical students at the University of Auckland, New Zealand spend most of their learning time in clinical attachments. Experiential apprentice-style training is traditionally recognised as an important aspect of obtaining competency. In March 2020 they were stood down from their general practice placements in the context of a national response to the COVID-19 pandemic. Acute conversion of their general practice education from experiential clinical exposure to online and offsite learning was required. This paper describes the steps taken and the underlying theoretical foundations for our expediently developed online course. Our online learning programme has three online components, reflecting the domains of educational environment theory: asynchronous discussion forums; a symposium facilitating social interactions and teacher presence, and a portfolio facilitating personal goal aspects. The latter is underpinned by a multi-theories model of adult learning, built upon the scaffolding framework that supports our entire medical curriculum. Within this theory, we propose a five-stage model of learning. Learning from this experience contributes to the body of knowledge around online education, particularly in meeting the needs of a clinical attachment traditionally grounded in experiential learning. It is hoped that the mechanisms described here might be useful to other educators facing similar challenges. |*Education, Distance[MESH] |*Students, Medical[MESH] |Betacoronavirus[MESH] |COVID-19[MESH] |Clinical Competence[MESH] |Coronavirus Infections[MESH] |Curriculum[MESH] |Education, Medical, Undergraduate/*methods[MESH] |General Practice/*education[MESH] |Humans[MESH] |New Zealand[MESH] |Pandemics[MESH] |Pneumonia, Viral[MESH]Provision of e-learning programmes to replace undergraduate medical st(epmc).pdf DeepDyve Pubget Overpricing