ArticleJournal of medical education and curricular development
Challenges Faculty Faced Transitioning to e-Learning Platforms during the Current Pandemic in the United Arab Emirates.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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
2 citing papers in PubMed.
- "Involve Me and I Learn": Active Learning in a Hybrid Medical Biochemistry First Year Course on an American-Style MD Program in the UAE.Medical science educator · 2022Article
- Perception of Faculty toward Challenges in Teaching and the Role of Medical Education Workshops in Addressing Them: A Mixed-Methods Study.Avicenna journal of medicine · 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
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The authors recount the challenges they overcame to deliver lecture content and assessments while engaging students at their newly established medical school. Faculty must multitask in new and added ways to achieve the same goal in e-learning platforms. Online course delivery introduces additional barriers to engaging students, atypical of face-to-face sessions. We received valuable feedback, adjusted our delivery, and allowed our students to access lecture recordings at their convenience. Our sessions with students were more than just a lecture but a way to help people through a unprecedented time. Remote learning platforms also provided faculty with opportunities to develop new pedagogical skills and alternative assessments.
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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.