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10.1186/s12909-021-02888-1 http://scihub22266oqcxt.onion/10.1186/s12909-021-02888-1 34454493!8397601!34454493     free     free     free Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 265.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       BMC+Med+Educ 2021 ; 21 (1): 452 Nephropedia Template TP {{tp|p=34454493|t=2021. Online versus classroom teaching for medical students during COVID-19: measuring effectiveness and satisfaction |pdf=|usr=}}{{34454493}} gab.com Text Online versus classroom teaching for medical students during COVID-19: measuring effectiveness and satisfaction JO: BMC Med Educ http://www.kidney.de/pget.php?&tw=1&pmid=34454493 #FOAvip BACKGROUND: The COVID-19 pandemic and physical distancing have had a significant impact on the conversion of traditional teaching methods to online teaching methods, which although not uncommon in medical schools, has to date only been used for some aspects of the teaching process. Thus, we aimed to measure the effectiveness of e-learning during the COVID-19 pandemic, as well as medical students' preferences regarding e-learning and classroom teaching, and the possibility of applying it post-pandemic. METHODS: A cross-sectional online survey of medical students (N = 376) in six medical schools was carried out after their second semester, from August 15 to 20, 2020. Ten parameters were measured for the effectiveness of e-learning based on a 5-point Likert-scale and five parameters were measured for satisfaction. RESULTS: e-learning was more or equally effective in four parameters such as assignment submission and meeting individual needs, but less effective in six parameters, including building skills and knowledge, and interaction level. Satisfaction was either high or neutral in all five parameters. CONCLUSIONS: Our findings have shown that e-learning can assist the teaching process in medical schools in some respects, but cannot be used for the entire teaching process. Twit Text FOAVip Online versus classroom teaching for medical students during COVID-19: measuring effectiveness and satisfaction ????BMC Med Educ http://www.kidney.de/pget.php?&tw=1&pmid=34454493 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=34454493 #FOAvip English Wikipedia <ref>{{Cite pmid|34454493}}</ref> Online versus classroom teaching for medical students during COVID-19: measuring effectiveness and satisfaction #MMPMID34454493 AlQhtani A; AlSwedan N; Almulhim A; Aladwan R; Alessa Y; AlQhtani K; Albogami M; Altwairqi K; Alotaibi F; AlHadlaq A; Aldhafian O BMC Med Educ 2021[Aug]; 21 (1): 452 PMID34454493show ga BACKGROUND: The COVID-19 pandemic and physical distancing have had a significant impact on the conversion of traditional teaching methods to online teaching methods, which although not uncommon in medical schools, has to date only been used for some aspects of the teaching process. Thus, we aimed to measure the effectiveness of e-learning during the COVID-19 pandemic, as well as medical students' preferences regarding e-learning and classroom teaching, and the possibility of applying it post-pandemic. METHODS: A cross-sectional online survey of medical students (N = 376) in six medical schools was carried out after their second semester, from August 15 to 20, 2020. Ten parameters were measured for the effectiveness of e-learning based on a 5-point Likert-scale and five parameters were measured for satisfaction. RESULTS: e-learning was more or equally effective in four parameters such as assignment submission and meeting individual needs, but less effective in six parameters, including building skills and knowledge, and interaction level. Satisfaction was either high or neutral in all five parameters. CONCLUSIONS: Our findings have shown that e-learning can assist the teaching process in medical schools in some respects, but cannot be used for the entire teaching process. |*COVID-19[MESH] |*Students, Medical[MESH] |Cross-Sectional Studies[MESH] |Humans[MESH] |Pandemics[MESH] |Personal Satisfaction[MESH]Online versus classroom teaching for medical students during COVID-19:(epmc).pdf DeepDyve Pubget Overpricing