ReviewFrontiers in medicine2022
Enhancement of Online Education to the Teaching Paradigm: Taking Academic Medical Postgraduate Cultivation as an Example.
Review in Frontiers in medicine, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 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
5 citing papers in PubMed, 1 synthesis or guideline pooled it, 15 citations in OpenAlex.
- Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains.Frontiers in public health · 2022Pooled it
- Impact of COVID-19 on anatomy education: a student-based survey and future perspectives.Frontiers in medicine · 2026Article
- Students' perception and self-efficacy in blended learning of medical nutrition course: a mixed-method research.BMC medical education · 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
- Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study.BMC medical education · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The COVID-19 pandemic posed enormous challenges to postgraduate teaching in 2020. Large-scale and continuous online teaching explorations were introduced to cope with this difficult situation, which incidentally shifted the paradigm of postgraduate teaching. Purpose: A review of the online teaching of local medical schools for postgraduates was performed to identify the success factors in realizing the practice. Methods: We retrieved medical postgraduate online teaching publications mainly from the local database, the China National Knowledge Infrastructure (CNKI), Results: We analyzed key success factors in improving online learning engagement that were considered exclusive to offline classroom teaching, including emotional interaction, the immediacy of communication, and enthusiasm for participation. With these positive effects, the integration of online and offline teaching advantages is beneficial for the initiative of academic medical postgraduates and promotes the construction and development of medical postgraduate education. Conclusion: Online education can overcome the limitations of time, space, and teaching frequency, with great advantages in terms of flexibility and mobility over traditional classroom teaching. It can effectively cope with difficulties in the education of academic medical postgraduates in challenging times. In the post-pandemic era, blended online and offline teaching approaches continue and will become the new normal pedagogy for the training of medical postgraduate 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.