ArticleMedEdPublish (2016)2020
Twelve Tips for COVID-19 friendly learning design in medical education.
Article in MedEdPublish (2016), 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 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
26 citing papers in PubMed, 1 synthesis or guideline pooled it, 57 citations in OpenAlex.
- The COVID-19 pandemic and undergraduate medical student teaching/learning and assessment.MedEdPublish (2016) · 2021Pooled it
- How has medical student learning changed with the pivot to online delivery of ophthalmology in the pandemic?PloS one · 2023Trial
- Digital learning strategies in residency education.Annals of medicine · 2025Article
- "But This Is the New Reality, and I Will Adapt": Understanding Lecturers' Experiences of COVID-19 Lockdown Online Learning and Teaching.Medical science educator · 2024Article
- Article
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- Analysis of female pre-clinical students' readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation.BMC medical education · 2023Article
- Designing for digital transformation of residency education - a post-pandemic pedagogical response.BMC medical education · 2023Article
- Eyes for Ears: Usage and Efficacy of a Podcast for Ophthalmic Education.Clinical ophthalmology (Auckland, N.Z.) · 2023Article
- ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic.International journal of environmental research and public health · 2022Article
- From text to e-text: perceptions of medical, dental and allied students about e-learning.Heliyon · 2022Article
- Assessment during Covid-19: quality assurance of an online open book formative examination for undergraduate medical students.BMC medical education · 2022Article
- Exploring medical students' perception of non-face-to-face theory and face-to-face laboratory classes during COVID-19 pandemic: focusing on anatomy course.Korean journal of medical education · 2022Article
- One academic year under COVID-19 conditions: two multicenter cross-sectional evaluation studies among medical students in Bavarian medical schools, Germany students' needs, difficulties, and concerns about digital teaching and learning.BMC medical education · 2022Article
- Harnessing the disruption on medical trainee education due to COVID-19 in New South Wales, Australia.MedEdPublish (2016) · 2022Article
- Reimagining a summer research program during COVID: Strategies for enhancing research workforce diversity.Journal of clinical and translational science · 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
- Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic.Anatomical sciences education · 2021Article
- Twelve tips for using synchronous virtual classroom technologies in medical education.MedEdPublish (2016) · 2021Article
- Physicians' attitude towards webinars and online education amid COVID-19 pandemic: When less is more.PloS one · 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
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This article was migrated. The article was marked as recommended. The COVID-19 pandemic has caused educational institutions around the world to close their doors and move their teaching and learning into the online space. For many medical educators, who usually rely on face-to-face and blended instruction, this presents a challenge. By rethinking learning design, medical educators can ensure a smooth transition of their subjects into the online space. However, because of the immersive nature of medical education, not all teaching and learning activities can be delivered online. This paper outlines twelve tips using evidence-based educational practices and a student-centred approach. The twelve tips presented and discussed in this paper can help medical educators to transition to online learning and maintain the integrity of their subjects. They can also promote student self-regulation, help develop graduate attributes, and generally enhance learning experiences during pandemic social distancing. Finally, these tips can be used to rethink medical education in the post-pandemic era.
Indexed as
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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.