ArticleCureus2021
Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic.
Article in Cureus, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it, 15 citations in OpenAlex.
- Achievement of learning outcomes in non-traditional (online) versus traditional (face-to-face) anatomy teaching in medical schools: A mixed method systematic review.Clinical anatomy (New York, N.Y.) · 2023Pooled it
- Dental students' perceptions of integrating online learning in the dental curriculum.BMC medical education · 2024Article
- The correlation between medical students' clinical dishonesty, psychological distress, and moral intelligence.BMC medical education · 2024Article
- The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students' performance during the Covid-19 pandemic.Anatomical sciences education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Due to the coronavirus disease (COVID-19) pandemic, undergraduate medical education made a drastic paradigm shift towards online learning and assessment. This study was aimed at developing a statistical approach to empirically analyze the academic integrity of the online exams. Data were collected retrospectively from academic records of Physiology and Anatomy courses of a private medical college, in which students had attempted sequential on-campus and online modular exams. We developed a statistical model to predict on-campus and online exam scores of undergraduate medical students, from their previous academic records. Hypothesizing that the predictor model contains comparable explanatory power for both exams, we utilized the explanatory power variation (R
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Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.