ArticleBMC medical education2021
A guide for evaluation of online learning in medical education: a qualitative reflective analysis.
Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
What it found
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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.
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Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Global prevalence of anxiety and depression among medical students during the COVID-19 pandemic: a systematic review and meta-analysis.BMC psychology · 2024Pooled it
- Self-rated benefits and knowledge gain from e-learning: the longitudinal use of an online learning experience at an international medical school.BMC medical education · 2025Article
- Participant Experiences with EMPOWER: Benefits, Barriers, and Best Practices for an Online Peer Mentorship and Leadership Program for Women in Academic Medicine.Women's health reports (New Rochelle, N.Y.) · 2025Article
- Need assessment of medical school curriculum for MOOCs: perspectives of instructors and students of Shiraz University of Medical Sciences.BMC medical education · 2024Article
- Standards for evaluating the quality of undergraduate nursing e-learning programme in low- and middle-income countries: a modified Delphi study.BMC nursing · 2023Article
- Review
- Lessons learned from a pandemic: implications for a combined exercise and educational programme for medical students.BMC medical education · 2022Article
- Online medical education in Egypt during the COVID-19 pandemic: a nationwide assessment of medical students' usage and perceptions.BMC medical education · 2022Review
- A guide to best practice in faculty development for health professions schools: a qualitative analysis.BMC medical education · 2022Article
- Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future.Healthcare (Basel, Switzerland) · 2021Article
- Outcomes of Remote Pathology Instruction in Student Performance and Course Evaluation.Academic pathologyArticle
- Nursing Students' Experiences and Challenges in Their Education During COVID 19 Pandemic: A Mixed-Method Study.SAGE open nursingArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundWith the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions.
aimTo develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs.
methodsThis work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries.
resultsThis materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice.
conclusionStandards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.
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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.