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10.1186/s13244-021-00984-w http://scihub22266oqcxt.onion/10.1186/s13244-021-00984-w 33765254!7994478!33765254     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 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Insights+Imaging 2021 ; 12 (1): 41 Nephropedia Template TP {{tp|p=33765254|t=2021. Synchronous distance teaching of radiology clerkship promotes medical students learning and engagement |pdf=|usr=}}{{33765254}} gab.com Text Synchronous distance teaching of radiology clerkship promotes medical students learning and engagement JO: Insights Imaging http://www.kidney.de/pget.php?&tw=1&pmid=33765254 #FOAvip BACKGROUND: The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students' perceived satisfaction and concerns. Students' perceptions were correlated with their attendance, grades, and frequency of technical difficulties. METHODS: The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students' attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. RESULTS: A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. CONCLUSION: Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions. Twit Text FOAVip Synchronous distance teaching of radiology clerkship promotes medical students learning and engagement ????Insights Imaging http://www.kidney.de/pget.php?&tw=1&pmid=33765254 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33765254 #FOAvip English Wikipedia <ref>{{Cite pmid|33765254}}</ref> Synchronous distance teaching of radiology clerkship promotes medical students learning and engagement #MMPMID33765254 Alamer A; Alharbi F Insights Imaging 2021[Mar]; 12 (1): 41 PMID33765254show ga BACKGROUND: The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students' perceived satisfaction and concerns. Students' perceptions were correlated with their attendance, grades, and frequency of technical difficulties. METHODS: The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students' attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. RESULTS: A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. CONCLUSION: Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions. äSynchronous distance teaching of radiology clerkship promotes medical (epmc).pdf DeepDyve Pubget Overpricing