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10.1177/2382120520951819 http://scihub22266oqcxt.onion/10.1177/2382120520951819 32923673!7457644!32923673     free     free     free Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       J+Med+Educ+Curric+Dev 2020 ; 7 (ä): 2382120520951819 Nephropedia Template TP {{tp|p=32923673|t=2020. Medical Education Adaptations Post COVID-19: An Egyptian Reflection |pdf=|usr=}}{{32923673}} gab.com Text Medical Education Adaptations Post COVID-19: An Egyptian Reflection JO: J Med Educ Curric Dev http://www.kidney.de/pget.php?&tw=1&pmid=32923673 #FOAvip BACKGROUND: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. OBJECTIVE: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. DESIGN: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. RESULTS: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank's crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. CONCLUSIONS: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages. Twit Text FOAVip Medical Education Adaptations Post COVID-19: An Egyptian Reflection ????J Med Educ Curric Dev http://www.kidney.de/pget.php?&tw=1&pmid=32923673 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32923673 #FOAvip English Wikipedia <ref>{{Cite pmid|32923673}}</ref> Medical Education Adaptations Post COVID-19: An Egyptian Reflection #MMPMID32923673 Shehata MH; Abouzeid E; Wasfy NF; Abdelaziz A; Wells RL; Ahmed SA J Med Educ Curric Dev 2020[Jan]; 7 (ä): 2382120520951819 PMID32923673show ga BACKGROUND: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. OBJECTIVE: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. DESIGN: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. RESULTS: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank's crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. CONCLUSIONS: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages. äMedical Education Adaptations Post COVID-19: An Egyptian Reflection (epmc).pdf DeepDyve Pubget Overpricing