Guia de endereços eletrônicos para o estudo de cardiologia

Aikawa, Luciana; Zornoff, Denise C M; Matsubara, Beatriz Bojikian

doi:10.1590/s0066-782x2004001700006

Cited by 5 publications

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“…Moreover, e-learning increases connections between residents and teachers [31]. The creation of complex electronic repositories, including videos on specific clinical subjects for enhancing learning efficiency as recognized by the literature [24,[32][33][34], represented an important step in the new e-learning process in postgraduate periodontology training. The positive impact of this approach was directly visible in the overall satisfaction with online theoretical teaching (Q28, Q29) reported by both groups included in our research.…”

Section: Discussionmentioning

confidence: 99%

The Impact of the COVID-19 Pandemic on Romanian Postgraduate Periodontal Residency Teaching: Past Experience, Present Imperatives and Future Considerations in a Multicentric Evaluation

Costea

Popescu

Roman

et al. 2022

IJERPH

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The aims of this study were to identify the challenges in periodontology postgraduate residency programs during the COVID-19 pandemic by identifying the modifications of educational instruments, to evaluate the impact of hybrid education on periodontology postgraduate programs in terms of resident-centred outcomes, and to evaluate the education efficiency of an innovative teaching approach. Resident doctors from three Romanian dental faculties were included in study groups based on the intensity of clinical training. A web-based questionnaire was used to collect information on residents’ perception about teaching activity. Important educational changes were identified. Moreover, residents learned a periodontal procedure through online training and then performed it on preclinical models three times. The working times were recorded. Statistical analysis was performed. Resident doctors were unsatisfied with clinical practice during the pandemic year, but they positively valued the development of online courses. Learning efficiency improved by repeating the same procedure on preclinical models, as proved by the significant decrease of the working times. E-learning was appreciated as an important component of the new hybrid teaching approach. Reorganization and further emphasis on both preclinical and medical practice, targeted to aid residents perform more accurate and efficient procedures, are recommended.

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Section: Discussionmentioning

confidence: 99%

The Impact of the COVID-19 Pandemic on Romanian Postgraduate Periodontal Residency Teaching: Past Experience, Present Imperatives and Future Considerations in a Multicentric Evaluation

Costea

Popescu

Roman

et al. 2022

IJERPH

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“…Different e-learning methods are available for medical education, such as online learning platforms, e-books (electronic versions of standard textbooks), e-journals, online question banks, medical websites, and mobile phone apps [ 7 ]. Students declared that substituting electronic books and online articles during teaching could increase the active attitude toward learning [ 8 , 9 ]. However, the success of the e-learning teaching method is influenced by many variables, consisting of access to suitable practice, the course content, and demographic criteria for students.…”

Section: Introductionmentioning

confidence: 99%

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

et al. 2023

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Introduction This study investigated medical students’ intended learning outcomes based on e-learning and in-person education. Methods In this cross-sectional comparative analytical study, a group of 126 undergraduate medical students’ intended learning outcomes under two different teaching methods, including e-learning and in-person, were repeatedly measured based on the census sampling method. Participants were in the preclinical curriculum phase (physiopathology) at Mashhad University of Medical Sciences (MUMS), Iran. Due to expert panel opinion, the same medical teachers and similar difficulty of lessons were considered in two investigated academic semesters. In addition, difficulty and discrimination indexes of formative and summative assessments were controlled for two study groups. The students’ learning outcome index was the knowledge test scores participants received in the relevant lessons of the General Medicine (GM) curriculum preclinical courses. Results The findings indicated that students learning outcomes were significantly higher during e-learning than in in-person education for all examined variables (P < 0.05). Moreover, the difference between students’ Grade Point Average (GPA) categories among the two groups was significant (P = 0.022). Students with a GPA of less than 14 experienced higher increments in their average scores after the e-learning compared to in-person education. Compared to face-to-face courses, improvements in pharmacology, theoretical semiology, and pathology scores after e-learning courses were statistically significant (P < 0.001). The differences in mean scores related to practical pathology and semiology in the two approaches were not statistically significant, P = 0.624 and P = 0.149, respectively. Furthermore, the overall students’ average scores increased significantly during e-learning versus in-person education (P < 0.001). Conclusion We concluded that e-learning could be appreciated as a successful method of medical education and can be used as an alternative educational method. However, considering the importance of practical or clinical courses in medical education, further research about the efficacy of the e-learning approach is highly recommended.

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Electronic learning : apprentissage interactif en médecine ou Socrate en habits électroniques

Vileyn

Lefrère

2005

Transfusion Clinique et Biologique

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Guia de endereços eletrônicos para o estudo de cardiologia

Abstract: The resulting list of sites is an example of the potential of the Internet as a learning instrument to be used in association with other conventional pedagogical methods.

Cited by 5 publications

References 0 publications

The Impact of the COVID-19 Pandemic on Romanian Postgraduate Periodontal Residency Teaching: Past Experience, Present Imperatives and Future Considerations in a Multicentric Evaluation

The Impact of the COVID-19 Pandemic on Romanian Postgraduate Periodontal Residency Teaching: Past Experience, Present Imperatives and Future Considerations in a Multicentric Evaluation

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

Electronic learning : apprentissage interactif en médecine ou Socrate en habits électroniques

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