ArticleAdvances in physiology education2023
New era of medical education: asynchronous and synchronous online teaching during and after COVID-19.
Article in Advances in physiology education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Effectiveness of a flipped classroom combined with case-based learning in the clinical training of pediatric interns: a randomized controlled study.Frontiers in medicine · 2026Article
- Novel Asynchronous Emergency Medicine Sub-Internship Curriculum Utilizing Free Open Access Medical Education (FOAM).Journal of education & teaching in emergency medicine · 2025Article
- Exploring student perceptions of the Osmosis digital learning platform in undergraduate medical education and its influences on motivation and inclusivity.BMC medical education · 2025Article
- Preliminary investigation of an artificial intelligence-based cognitive behavioral therapy training tool.Psychotherapy (Chicago, Ill.) · 2025Article
- Flexner's legacy and the future of medical education: Embracing challenge and opportunity.World journal of clinical cases · 2024Article
- Online vs. face-to-face interactive communication education using video materials among healthcare college students: a pilot non-randomized controlled study.BMC medical education · 2024Article
- Impact of an Online Curriculum on Trainee Learning during a Pediatric Pulmonary Elective.ATS scholar · 2024Article
- Article
- Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey.BMC medical education · 2024Observational
- Providing Equitable Care for Patients With Non-English Language Preference in Telemedicine: Training on Working With Interpreters in Telehealth.MedEdPORTAL : the journal of teaching and learning resources · 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
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
COVID-19 struck the world suddenly and unexpectedly. Since traditional education requires face-to-face communication, to avoid further spreading of the virus a majority part of that education has moved online. Our study attempts to compare the differences between online medical education with a unique course design and traditional face-to-face education. We conducted a retrospective analysis of a total of 4,098 medical students between 2019 and 2020, including two groups of students who received online education and classroom education for the same subjects, respectively. Freshmen enrolled in September 2018 received traditional classroom physiology and pharmacology education in the spring semester of 2019. Because of the impact of the COVID-19 pandemic, freshmen who were enrolled in September 2019 received online physiology and pharmacology education in the spring semester of 2020. The final marks of the two groups of students were recorded and compared. Data on students participating in online discussions, learning, homework, and watching instructional videos were also recorded. There was no significant difference in the final academic performance between the two groups [average mark: 55.93 (online education) vs. 56.27 (classroom education),
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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.