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10.1684/abc.2020.1576 http://scihub22266oqcxt.onion/10.1684/abc.2020.1576 32627731!ä!32627731 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Ann+Biol+Clin+(Paris) 2020 ; 78 (4): 446-448 Nephropedia Template TP {{tp|p=32627731|t=2020. Interactive pedagogical tools could be helpful for medical education continuity during COVID-19 outbreak |pdf=|usr=}}{{32627731}} gab.com Text Interactive pedagogical tools could be helpful for medical education continuity during COVID-19 outbreak JO: Ann Biol Clin (Paris) http://www.kidney.de/pget.php?&tw=1&pmid=32627731 #FOAvip Training and education are essential for medical students. During the COVID-19 outbreak, numerous schools and universities have had to close. Ensuring pedagogical continuity requires alternatives to the traditional classroom, especially in medical education. Usual distance learning tools such as videos and downloadable handouts are not sufficient to promote efficient teaching. Distance learning requires self-motivation and does not give you direct access to your instructor. Some students fear the loss of human contact with an instructor - like asking questions during and after class - which promotes learning, understanding and communication. Moreover, classical distance learning methods do not offer immediate feedback that can help students in their understanding of the lecture. In this context, interactive pedagogic tools (IPT) could be useful for medical education continuity and for maintaining human contact necessary in pedagogy. We briefly evaluated interactive pedagogic tool compared to traditionnal distancial tools on medical students. This study showed the importance to have direct contact with a teacher and feedback during a lecture and to not exclusively perform distance learning without direct interaction and feedback. Hence, in the present context, we encourage teacher to use this type of tools to maintain direct interaction with students - which is essential in pedagogy - and ensure a qualitative pedagogical continuity. Twit Text FOAVip Interactive pedagogical tools could be helpful for medical education continuity during COVID-19 outbreak ????Ann Biol Clin (Paris) http://www.kidney.de/pget.php?&tw=1&pmid=32627731 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32627731 #FOAvip English Wikipedia <ref>{{Cite pmid|32627731}}</ref> Interactive pedagogical tools could be helpful for medical education continuity during COVID-19 outbreak #MMPMID32627731 Grzych G; Schraen-Maschke S Ann Biol Clin (Paris) 2020[Aug]; 78 (4): 446-448 PMID32627731show ga Training and education are essential for medical students. During the COVID-19 outbreak, numerous schools and universities have had to close. Ensuring pedagogical continuity requires alternatives to the traditional classroom, especially in medical education. Usual distance learning tools such as videos and downloadable handouts are not sufficient to promote efficient teaching. Distance learning requires self-motivation and does not give you direct access to your instructor. Some students fear the loss of human contact with an instructor - like asking questions during and after class - which promotes learning, understanding and communication. Moreover, classical distance learning methods do not offer immediate feedback that can help students in their understanding of the lecture. In this context, interactive pedagogic tools (IPT) could be useful for medical education continuity and for maintaining human contact necessary in pedagogy. We briefly evaluated interactive pedagogic tool compared to traditionnal distancial tools on medical students. This study showed the importance to have direct contact with a teacher and feedback during a lecture and to not exclusively perform distance learning without direct interaction and feedback. Hence, in the present context, we encourage teacher to use this type of tools to maintain direct interaction with students - which is essential in pedagogy - and ensure a qualitative pedagogical continuity. |*Simulation Training/methods/organization & administration/standards[MESH] |*Software[MESH] |Betacoronavirus[MESH] |COVID-19[MESH] |Clinical Laboratory Services/organization & administration[MESH] |Computer-Assisted Instruction/*methods/standards[MESH] |Coronavirus Infections/*epidemiology/prevention & control[MESH] |Disease Outbreaks[MESH] |Education, Distance/*methods/organization & administration/standards[MESH] |Education, Medical, Continuing/*methods/organization & administration[MESH] |Humans[MESH] |Internet/organization & administration/standards[MESH] |Learning[MESH] |Pandemics/prevention & control[MESH] |Pneumonia, Viral/*epidemiology/prevention & control[MESH] |Problem-Based Learning/methods/organization & administration/standards[MESH] |SARS-CoV-2[MESH] |Students, Medical/psychology/statistics & numerical data[MESH]Interactive pedagogical tools could be helpful for medical education c(epmc).pdf DeepDyve Pubget Overpricing