ArticleBMC medical education2021
Online education at the medical School of Tongji University during the COVID-19 pandemic: a cross-sectional study.
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 11 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
11 citing papers in PubMed.
- Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students.BMC medical education · 2025Article
- 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
- Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education.BMC medical education · 2024Article
- Feasibility of online learning among Indian students of dentistry during the CoVid-19 outbreak.Bioinformation · 2024Article
- Online education isn't the best choice: evidence-based medical education in the post-epidemic era-a cross-sectional study.BMC medical education · 2023Article
- Transnational online education in biochemistry during and after the COVID-19 pandemic in Binzhou Medical University: challenges, strategies and outcome.BMC medical education · 2023Article
- Generation Z nursing students' online learning experiences during COVID-19 epidemic: A qualitative study.Heliyon · 2023Article
- Multidimensional evaluation of offline and online education in dermatology teaching during the COVID-19 pandemic in a chinese teaching hospital: a cross-sectional study.BMC medical education · 2023Article
- Relationship between Anxiety, Depression and Learning Burnout of Nursing Undergraduates after the COVID-19 Epidemic: The Mediating Role of Academic Self-Efficacy.International journal of environmental research and public health · 2023Article
- Nursing Student Satisfaction with the Teaching Methodology Followed during the COVID-19 Pandemic.Healthcare (Basel, Switzerland) · 2022Article
- E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College.BMC medical education · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe global reputation of coronavirus disease (COVID-19) has led universities in China to conduct online teaching. However, the actual feedback from medical teachers and students regarding online education remains unclear.
methodsA prospective questionnaire survey examined the current opinions of online education from teachers and students at the Medical School of Tongji University.
resultsA total of 488 valid questionnaires were collected (223 males, 45.7%; 265 females, 54.3%), including 394 students (80.7%) and 94 teachers (19.3%). Most teachers and students were "in favor of online teaching," had "positive views for online education," were "satisfied with online teaching," and "expected for regular online education," although students thought that "too much learning tasks had been assigned" (90.4% teachers vs. 43.1% students, P < 0.001) and "less teaching effect than in offline classes" (68.1% teachers vs. 43.4% students). Compared to female counterpart, male students had higher "learning interest" (27.6% vs. 14.9%), "learning attention" (29.2% vs. 14.4%), "learning efficiency" (30.2% vs. 16.7%), and "better learning effect" (27.6% vs. 15.3%). Furthermore, male students had a significantly rise in attendance rate. Compared with male teachers, female teachers had less "experience in online educational course recording" (25.9% vs. 50%) and "past training for online teaching" (53.7% vs. 77.5%). Furthermore, they tended to be more "resistant to online teaching" (44.4% vs. 22.5%) and less "ready for online teaching" (70.4% vs. 87.5%). There was no significant difference in the acceptance of online teaching among teachers in different age groups.
conclusionsMost teachers and students supported and were satisfied with the implementation of online education during the pandemic. Although teachers were less adaptable to online education, they still had positive opinions. Sex influenced the acceptance of online teaching. Male teachers and students showed better adaptability than their female counterparts. Although online teaching has advantages, it still cannot completely replace traditional offline teaching. As online education is a trend for future learning, universities should make more efforts to improve it, especially to provide more attention to female teachers and students.
Indexed as
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.