COVID-19: Making the Best out of a Forced Transition to Online Medical Teaching—a Mixed Methods Study

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Abstract

No abstract available

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  1. SciScore for 10.1101/2021.01.19.21249790: (What is this?)

    Please note, not all rigor criteria are appropriate for all manuscripts.

    Table 1: Rigor

    Institutional Review Board StatementIRB: The study was approved by the Ethics and Research Committee of the study site and written informed consents were obtained from all participants prior to initiation.
    Consent: The study was approved by the Ethics and Research Committee of the study site and written informed consents were obtained from all participants prior to initiation.
    Randomizationnot detected.
    Blindingnot detected.
    Power Analysisnot detected.
    Sex as a biological variablenot detected.

    Table 2: Resources

    No key resources detected.


    Results from OddPub: We did not detect open data. We also did not detect open code. Researchers are encouraged to share open data when possible (see Nature blog).


    Results from LimitationRecognizer: We detected the following sentences addressing limitations in the study:
    This method proved to have its own limitations. In addition, communication was held to a large extent with class representatives exclusively, which left many students feeling that communication was insufficient and wishing they had received information first hand. In contrast, initiatives held by some faculty that took advantage of alternative methods of communication such as synchronous chats or asynchronous forums were highly praised. Pedagogical coherence: This aspect was highlighted above all by students, many of whom expressed the difficulty in relating some of the activities proposed to the corresponding learning objectives. Consequently, pedagogical coherence scored low in the survey (2.6/5). A similar perception was observed regarding the weight or impact of certain tasks in the evaluation process. Learning Outcomes: Faculty and students both expressed the subjective feeling that they accomplished less through distance learning than in face-to-face interaction (63% in the student survey). This perception was related to challenges met in various areas, such as planning, coordination and coherence. Teachers and students both agreed that, for at least some competences, this less favorable learning experience could have been more related to the sudden switch due to the crisis itself rather than the limitations associated with the online methods. Despite this perception, the scores obtained in the final exams following the online teaching experience have not changed signif...

    Results from TrialIdentifier: No clinical trial numbers were referenced.


    Results from Barzooka: We did not find any issues relating to the usage of bar graphs.


    Results from JetFighter: We did not find any issues relating to colormaps.


    Results from rtransparent:
    • Thank you for including a conflict of interest statement. Authors are encouraged to include this statement when submitting to a journal.
    • Thank you for including a funding statement. Authors are encouraged to include this statement when submitting to a journal.
    • No protocol registration statement was detected.

    About SciScore

    SciScore is an automated tool that is designed to assist expert reviewers by finding and presenting formulaic information scattered throughout a paper in a standard, easy to digest format. SciScore checks for the presence and correctness of RRIDs (research resource identifiers), and for rigor criteria such as sex and investigator blinding. For details on the theoretical underpinning of rigor criteria and the tools shown here, including references cited, please follow this link.