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10.1007/s10140-020-01874-2 http://scihub22266oqcxt.onion/10.1007/s10140-020-01874-2 33420528!7793389!33420528     free     free     free 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 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       Emerg+Radiol 2021 ; 28 (3): 445-452 Nephropedia Template TP {{tp|p=33420528|t=2021. A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic |pdf=|usr=}}{{33420528}} gab.com Text A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic JO: Emerg Radiol http://www.kidney.de/pget.php?&tw=1&pmid=33420528 #FOAvip PURPOSE: The COVID-19 pandemic resulted in the cancelation of traditional on-site clinical rotations for medical students across the country. Radiology educators have had to rapidly adapt to a new, virtual educational landscape. We describe our experience restructuring a Trauma and Emergency Radiology Elective to an online format and present survey data obtained from students who completed the course. METHODS: This elective is a 4-week course offered to third and fourth year medical students at a large Level 1 Trauma Center. Changes to the traditional rotation included assigning an increased number of self-study educational resources, independent review of unknown cases using a virtual workstation, and online interactive conferences. At the conclusion of each block, students were asked to complete post-course feedback surveys. RESULTS: Thirteen students enrolled in this online course; 92% submitted post-course surveys. Students strongly agreed that the course was clinically relevant, with accessible, engaging material (average score, 4.92/5), and 91.7% of students were very likely to recommend this rotation to others. Students reported improved post-course confidence in ordering and interpreting imaging studies. A majority (60%) of students who had previously taken an on-site course would have preferred a course that combined traditional and online learning elements. CONCLUSIONS: The success of our online rotation highlights the merits of self-directed learning and flipped-classroom techniques. Many of the principles incorporated into this course could be applied and/or modified to increase medical student engagement when students return to the hospital. Twit Text FOAVip A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic ????Emerg Radiol http://www.kidney.de/pget.php?&tw=1&pmid=33420528 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33420528 #FOAvip English Wikipedia <ref>{{Cite pmid|33420528}}</ref> A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic #MMPMID33420528 Smith E; Boscak A Emerg Radiol 2021[Jun]; 28 (3): 445-452 PMID33420528show ga PURPOSE: The COVID-19 pandemic resulted in the cancelation of traditional on-site clinical rotations for medical students across the country. Radiology educators have had to rapidly adapt to a new, virtual educational landscape. We describe our experience restructuring a Trauma and Emergency Radiology Elective to an online format and present survey data obtained from students who completed the course. METHODS: This elective is a 4-week course offered to third and fourth year medical students at a large Level 1 Trauma Center. Changes to the traditional rotation included assigning an increased number of self-study educational resources, independent review of unknown cases using a virtual workstation, and online interactive conferences. At the conclusion of each block, students were asked to complete post-course feedback surveys. RESULTS: Thirteen students enrolled in this online course; 92% submitted post-course surveys. Students strongly agreed that the course was clinically relevant, with accessible, engaging material (average score, 4.92/5), and 91.7% of students were very likely to recommend this rotation to others. Students reported improved post-course confidence in ordering and interpreting imaging studies. A majority (60%) of students who had previously taken an on-site course would have preferred a course that combined traditional and online learning elements. CONCLUSIONS: The success of our online rotation highlights the merits of self-directed learning and flipped-classroom techniques. Many of the principles incorporated into this course could be applied and/or modified to increase medical student engagement when students return to the hospital. |Adult[MESH] |Baltimore/epidemiology[MESH] |COVID-19/*epidemiology[MESH] |Computer-Assisted Instruction/*methods[MESH] |Education, Medical, Undergraduate/*methods[MESH] |Educational Measurement[MESH] |Emergency Medicine/*education[MESH] |Female[MESH] |Humans[MESH] |Male[MESH] |Pandemics[MESH] |Radiology/*education[MESH] |SARS-CoV-2[MESH]A virtual emergency: learning lessons from remote medical student educ(epmc).pdf DeepDyve Pubget Overpricing