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10.1016/j.jmir.2020.08.020 http://scihub22266oqcxt.onion/10.1016/j.jmir.2020.08.020 32988797!7837311!32988797     free     free     free 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 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 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 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 251.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       J+Med+Imaging+Radiat+Sci 2020 ; 51 (4): 645-653 Nephropedia Template TP {{tp|p=32988797|t=2020. Evaluation d un dispositif de continuite pedagogique a distance mis en place aupres d etudiants MERM pendant le confinement sanitaire lie au COVID-19 |pdf=|usr=}}{{32988797}} gab.com Text Evaluation d un dispositif de continuite pedagogique a distance mis en place aupres d etudiants MERM pendant le confinement sanitaire lie au COVID-19 JO: J Med Imaging Radiat Sci http://www.kidney.de/pget.php?&tw=1&pmid=32988797 #FOAvip INTRODUCTION: The specific context related to the COVID-19 pandemic necessitated the implementation of distance learning continuity for students. In France, teachers and radiography students in initial training, not specially prepared for this, had to adapt. An evaluation of the system was proposed to the students. MATERIALS AND METHODS: An anonymous online questionnaire with 4 main sections (pedagogy, communication, learning and concerns) was sent to 91 students at the end of the semester. RESULTS: 91 responses were received. The slideshows with sound or presented during a virtual class are appreciated by the students. Online quizzes are ideal for learning/reviewing. For assessments, individual assignments and online questionnaires are appreciated. Teacher/student interaction via e-mail or video conferencing was considered satisfactory by the large majority of students. Student-student interactions via social networks, for course explanations or document exchange, are very suitable. The majority of students felt they were working a lot and much more compared to face-to-face teaching. Less than half of the students worked more than 20 h per week. Their motivation varied widely. Organizational habits were disrupted, but the autonomy granted was appreciated. The students were mainly concerned about the health of their loved ones and not about their own health. DISCUSSION: The use of distance education tools requires teacher commitment and technical skills. The frequency of communication by e-mail and/or videoconference between members of the teaching team and students must be adapted to the situation. Exchanges by e-mail allow for traceability, while videoconferencing allows direct interaction and a way out of isolation. Autonomy, appreciated by the students, was nevertheless combined with a strong variation in motivation; the anxiety-provoking period in which pedagogical continuity was built up may explain this contradictory observation. CONCLUSION: The results obtained largely confirm the data in the literature. The experience gained through this survey should lead teachers to continue their reflection by test/integrating and evaluating distance education systems, while continuing face-to-face activities. Twit Text FOAVip Evaluation d un dispositif de continuite pedagogique a distance mis en place aupres d etudiants MERM pendant le confinement sanitaire lie au COVID-19 ????J Med Imaging Radiat Sci http://www.kidney.de/pget.php?&tw=1&pmid=32988797 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32988797 #FOAvip English Wikipedia <ref>{{Cite pmid|32988797}}</ref> Evaluation d un dispositif de continuite pedagogique a distance mis en place aupres d etudiants MERM pendant le confinement sanitaire lie au COVID-19 #MMPMID32988797 Zorn C; Feffer ML; Bauer E; Dillenseger JP J Med Imaging Radiat Sci 2020[Dec]; 51 (4): 645-653 PMID32988797show ga INTRODUCTION: The specific context related to the COVID-19 pandemic necessitated the implementation of distance learning continuity for students. In France, teachers and radiography students in initial training, not specially prepared for this, had to adapt. An evaluation of the system was proposed to the students. MATERIALS AND METHODS: An anonymous online questionnaire with 4 main sections (pedagogy, communication, learning and concerns) was sent to 91 students at the end of the semester. RESULTS: 91 responses were received. The slideshows with sound or presented during a virtual class are appreciated by the students. Online quizzes are ideal for learning/reviewing. For assessments, individual assignments and online questionnaires are appreciated. Teacher/student interaction via e-mail or video conferencing was considered satisfactory by the large majority of students. Student-student interactions via social networks, for course explanations or document exchange, are very suitable. The majority of students felt they were working a lot and much more compared to face-to-face teaching. Less than half of the students worked more than 20 h per week. Their motivation varied widely. Organizational habits were disrupted, but the autonomy granted was appreciated. The students were mainly concerned about the health of their loved ones and not about their own health. DISCUSSION: The use of distance education tools requires teacher commitment and technical skills. The frequency of communication by e-mail and/or videoconference between members of the teaching team and students must be adapted to the situation. Exchanges by e-mail allow for traceability, while videoconferencing allows direct interaction and a way out of isolation. Autonomy, appreciated by the students, was nevertheless combined with a strong variation in motivation; the anxiety-provoking period in which pedagogical continuity was built up may explain this contradictory observation. CONCLUSION: The results obtained largely confirm the data in the literature. The experience gained through this survey should lead teachers to continue their reflection by test/integrating and evaluating distance education systems, while continuing face-to-face activities. |*Quarantine[MESH] |Adolescent[MESH] |Adult[MESH] |COVID-19/*prevention & control[MESH] |Curriculum/statistics & numerical data[MESH] |Education, Distance/*methods/statistics & numerical data[MESH] |Education, Medical, Undergraduate/*methods[MESH] |Female[MESH] |France[MESH] |Humans[MESH] |Male[MESH] |Pandemics[MESH] |Radiography[MESH] |Radiology/*education[MESH] |Students, Medical/psychology/*statistics & numerical data[MESH] |Surveys and Questionnaires[MESH]Evaluation d un dispositif de continuite pedagogique a distance mis en(epmc).pdf DeepDyve Pubget Overpricing