Purpose Traditional anesthesiology learning was disrupted by the coronavirus disease 2019 pandemic and replaced by online learning. Students and teachers did not prepare well for this change. Determining the differences in perceptions can close the gap and develop more effective curricula. Our study aims to compare students’ and teachers’ perceptions of online anesthesiology learning.
Methods We conducted a prospective descriptive study, a cross-sectional survey between July 2020 and January 2021 in the Anesthesiology Department, Faculty of Medicine, Khon Kaen University, Thailand. Our participants were fifth-year medical students and teachers participating in online anesthesiology. We compared the perception of the teaching process, support system, learning outcomes, satisfaction, and preference. Using an online structured questionnaire survey with a 4-point Likert scale to measure the degree of agreement with each item. We analyzed the difference between students’ and teachers’ perceptions by topic.
Results We received responses from 174 students and 24 teachers. Students had a significantly higher proportion of positive perceptions than teachers on the teaching process (theoretical teaching, problem-based learning, feedback, and response system), on a support system (technological support, connectivity, and learning materials), on learning outcomes (clinical practice readiness, critical thinking, long-term memory, and enthusiasm), satisfaction score, and online learning preference (p<0.05).
Conclusion Differences in perception were high in many aspects of online anesthesiology learning. This perception gap was particularly evident in the teaching process, support system, and learning outcomes. And Thai students had more preference for online learning than teachers. Strategies to reduce the gap should focus on teachers’ training and supporting online learning should be concerned.
Citations
Citations to this article as recorded by
Web-Based Virtual Environment Versus Face-To-Face Delivery for Team-Based Learning of Anesthesia Techniques Among Undergraduate Medical Students: Randomized Controlled Trial Darunee Sripadungkul, Suhattaya Boonmak, Monsicha Somjit, Narin Plailaharn, Wimonrat Sriraj, Polpun Boonmak JMIR Medical Education.2026; 12: e80097. CrossRef
Online large-group teaching (OLGT), employed to reach a large group of learners in separate physical locations, allows asynchronous learning and facilitates social distancing. While online large-groups can be a powerful and resource-lean means of health professions education, it has challenges and potential pitfalls that may affect the learning process and outcomes. Through a sociomateriality framework, this article describes strategies for effective online large-group teaching in health professions education in three key strands. Firstly, to optimize learning, OLGT sessions should match learning needs with appropriate OLGT platforms, incorporate strategies to sustain learner attention, and accommodate learners of different abilities. Secondly, to develop a learning culture, OLGT must not only focus on cognitive aspects of learning but also build a community of practice, nurture digital professionalism and professional identity. Thirdly, we discuss the avoidance of pitfalls such as cognitive overload of both tutors and learners, technical issues and security risks, mitigating inequities in access to online learning, and the use of program evaluation to plan for sustained improvements. We conclude with a case vignette that discusses the challenges of OLGT and the application of the above strategies in a teaching scenario.
Citations
Citations to this article as recorded by
The fundamental determinants and challenges of education in geriatrics Arnela Redžović Liječnički vjesnik.2026; : 423. CrossRef
Bridging the digital divide: Promoting equal access to online learning for health professions in an unequal world Siew Ping Han, Ben Kumwenda Medical Education.2025; 59(1): 56. CrossRef
Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies Yue Li, Xiao Li, Yan Liu, Yang Li Frontiers in Medicine.2024;[Epub] CrossRef
Future Online Radiology Education: The Importance of Curriculum Mohammad Taufik Bin Mohamed Shah, Lim Chee Yeong, Lionel Tim-Ee Cheng, Jessica Ang, Yang Lishan, Kevin Tan, Choie Cheio Tchoyoson Lim Korean Journal of Radiology.2023; 24(3): 173. CrossRef
Purpose This study examined medical students’ self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts.
Methods This study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions.
Results The survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003).
Conclusion When designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.
Citations
Citations to this article as recorded by
Analyzing the impact of principals' leadership style, professional development, and working environment on administrative staffs' performance in vocational schools Usfandi Haryaka, Yudo Dwiyono, Noor Rachmawaty, Heppy Liana, Hasbi Sjamsir Social Sciences & Humanities Open.2026; 13: 103087. CrossRef
A Systematic Review of Self-directed Learning in Medical Education in Undergraduate Medical Students Dharmendra Kumar Gupta, Arunima Chaudhuri, Dip Gaine Current Medical Issues.2025; 23(1): 61. CrossRef
A digital recipe for enhancing clinical reasoning: the role of e-learning by concordance (E-LbC): a quasi-experimental study Hadeel Aboueisha, Enjy Abouzeid, Moataz A. Sallam, Wagdy Talaat BMC Medical Education.2025;[Epub] CrossRef
Access and utilization of e-learning on tropical medicine at higher education institutions in Indonesia: A mixed-methods study Eti Poncorini Pamungkasari, Atik Maftuhah, Susan Dierickx, Bulan Kakanita Hermasari, Vitri Widyaningsih, Yusuf Ari Mashuri, Adaninggar Angesti Laras, Anis Sofia Harjanti, Nada Syifa Al Biruni, Utiya Nabila Maulani, Sami Alcedo, Elsa Herdiana Murhandarwati PLOS One.2025; 20(12): e0335664. CrossRef
Understanding the impact of online teaching on students’ learning and performance: a post-pandemic analysis Sarika Sharma, Jatinderkumar R. Saini Interactive Learning Environments.2024; 32(9): 5089. CrossRef
Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic Mary Katherine Watson, Elise M. Barrella, Kevin Skenes Journal of Civil Engineering Education.2024;[Epub] CrossRef
Dental Students’ Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study Minjung Lee, So Youn An, Jungjoon Ihm Journal of Medical Internet Research.2024; 26: e50278. CrossRef
From Dependent to Self-Directed Learning in Medical Education: Can Online Modular Intervention Facilitate the Transition? Vasantmeghna Murthy, Arun Mohanram Indian Journal of Psychological Medicine.2024; 46(5): 459. CrossRef
Fostering Self-Directed Learning Capacity in Medical Students through Learning Online Course Zhensheng Wang, Chunyan Wei, Yin Yang, Heng Wang, Zenglei Wang, Yongmei Chen Creative Education.2024; 15(12): 2390. CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt Medical Education Online.2023;[Epub] CrossRef
Self-directed learning: Alternative for traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China Lin Chen, Xiao-Jiao Tang, Qing Liu, Xuan Zhang Heliyon.2023; 9(5): e15632. CrossRef
Extraversion in COVID-19 Coping and Actionable Insights from Considering Self-Directed Learning Carol Nash COVID.2023; 3(6): 831. CrossRef
Effectiveness of Twitter Threads to Improve Medical Student Electrocardiogram (ECG) Reading-Skills. The TwittUVa-ECG Non-Randomized Pre-Post Study A. López-Prado, P. Miramontes-González, J. C. Martín-Escudero, J. L. Pérez-Castrillón, A. Dueñas-Laita, M. J. Rollán, L. Corral-Gudino Medical Science Educator.2023; 33(6): 1359. CrossRef
Purpose This study aims to analyze pre-clerkship medical students’ learning strategies and perceptions in online classes during the coronavirus disease 2019 pandemic.
Methods To develop the survey items, 20 pre-clerkship students were interviewed about their learning experiences in the first semester of 2020. A total of 425 pre-clerkship students have participated in the survey, which comprised four parts (general experience, learning strategies, important features, and overall satisfaction).
Results Before classes began, students generally had “neutral expectations” about online classes (2.90 out of 5). At the end of the semester, overall satisfaction with the curriculum was moderate (3.04 out of 5). Premedical students reported lower scores in “daily study hours” and “regular lifestyle” and higher scores in “experience of playing recorded lectures solely for an attendance check” (p<0.001). In addition, first-year premedical students not only showed significantly lower utilization of learning strategies compared to other grades (p<0.001).
Conclusion Although pre-clerkship students mostly shared similar perceptions and behaviors in their learning regardless of grade level, some characteristics were either more prominent in premedical students on the whole or limited to first-year premedical students.
Citations
Citations to this article as recorded by
Enhancing Professionalism Online (Netiquette) in Medical Schools: A Systematic Scoping Review Donovan Kai Wei Ng, Jonathan Zhen Liang, Ruth Si Man Wong, Vijayprasanth Raveendran, Gillian Li Gek Phua, Warren Fong, Crystal Lim, Jamie Xuelian Zhou, Lalit Kumar Radha Krishna Journal of Medical Education and Curricular Development.2025;[Epub] CrossRef
The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review Jonathan Zhen Liang, Donovan Kai Wei Ng, Vijayprasanth Raveendran, Mac Yu Kai Teo, Elaine Li Ying Quah, Keith Zi Yuan Chua, Jun Kiat Lua, Jasmine Lerk Juan Owyong, Andrew Vimal Vijayan, Nur Amira Binte Abdul Hamid, Ting Ting Yeoh, Eng Koon Ong, Gillian Li PLOS ONE.2024; 19(1): e0296367. CrossRef
Student Perceptions of Online Education and Digital Technologies during the COVID-19 Pandemic: A Systematic Review Romana Emilia Cramarenco, Monica Ioana Burcă-Voicu, Dan-Cristian Dabija Electronics.2023; 12(2): 319. CrossRef
Burnout of Faculty Members of Medical Schools in Korea Ji-Hyun Seo, Hwa-ok Bae, Bong Jo Kim, Sun Huh, Young Joon Ahn, Sung Soo Jung, Chanwoong Kim, Sunju Im, Jae-Bum Kim, Seong-Joon Cho, Hee Chul Han, Young-Mee Lee Journal of Korean Medical Science.2022;[Epub] CrossRef
Purpose The purpose of this study was to investigate the effect of motivational regulation strategies (MRSs) on cognitive learning and academic performance.
Methods The participants were a total of 510 pre-medical and medical students. Survey instruments assessed the use of MRSs and cognitive learning strategies. Students’ grade point averages were used for academic performance. Structural equation modeling was used to analyze data, using Mplus ver. 7.4 (Muthén & Muthén, Los Angeles, USA).
Results Confirming the measurement model validity, the results of structural model indicated the followings: (1) MRSs had a significant impact on cognitive learning, while these strategies negatively affected academic performance; (2) cognitive learning significantly influenced academic performance and mediated the effect of MRSs on academic performance; and (3) only academic levels had a significant effect on cognitive learning.
Conclusion The findings from this study confirmed that MRSs were highly influential to predicting students’ cognitive learning which affects their better learning performance. Thus, instructional design and practice to support learning motivation is needed to promote cognitive learning and training programs to practice the effective methods of using MRSs in learning need to be provided.
Citations
Citations to this article as recorded by
Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories Olena Kryshko, Michael Becker, Jens Fleischer, Detlev Leutner Learning and Individual Differences.2026; 125: 102817. CrossRef
Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis Binbin Zheng, Ting Sun Evaluation & the Health Professions.2025; 48(4): 430. CrossRef
A Meta-Analysis of the Correlation Between Self-Regulated Learning Strategies and Academic Performance in Online and Blended Learning Environments Yingying Zhao, Yixun Li, Shuai Ma, Zhihong Xu, Bingsheng Zhang Computers & Education.2025; : 105279. CrossRef
Relations Between Medical Students’ Motivational Persistence Skills and Their Acceptance of Specific Blended Learning Tools Cristina Gena Dascalu, Claudiu Topoliceanu, Magda Ecaterina Antohe European Journal of Investigation in Health, Psychology and Education.2025; 15(4): 45. CrossRef
A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions Gjergji Koja, Erjona Abazaj Health Science Reports.2024;[Epub] CrossRef
Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students Laura Odontides, Katharina Scheiter, Thomas Shiozawa, Martin R. Fischer, Daniela Kugelmann, Markus Berndt Annals of Anatomy - Anatomischer Anzeiger.2024; 256: 152320. CrossRef
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review Zhihong Xu, Yingying Zhao, Jeffrey Liew, Xuan Zhou, Ashlynn Kogut Educational Research Review.2023; 39: 100510. CrossRef
Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review Ahmed M. Abdulla Alabbasi, Fatema A. Alabbasi, Aseel AlSaleh, Ahmed M. Alansari, Reginald P. Sequeira BMC Medical Education.2023;[Epub] CrossRef
Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review Yani Istadi, Tri Joko Raharjo, Mahalul Azam, Sungkowo Edy Mulyono Advances in Medical Education and Practice.2022; Volume 13: 1423. CrossRef
Purpose With the ongoing coronavirus disease 2019 (COVID-19) pandemic, health institutions and hospitals are increasingly relying on e-learning for continuing education. However, in many countries there is still limited data on the effectiveness of online learning particularly in the healthcare field. This study aims to evaluate whether webinar as a form of online educational intervention is satisfactory and effective for the continuing education of health professionals in Indonesia.
Methods We collected participants’ demographic information including health profession, place of work, work unit, and year of graduation. There were six independent webinars included in this study. Webinar outcomes included satisfaction and learning scores. Regarding satisfaction, participants were told to complete a satisfaction survey and asked whether they would recommend the webinar to their colleagues. Regarding learning, information on their mean pre-test and post-test scores was collected.
Results A total of 3,607 health professionals were enrolled, with the highest participation in webinars about emergency cases and COVID-19 management. The response towards satisfaction was overwhelmingly positive. In all six webinars, post-test scores were statistically significantly higher than pre-test scores. Recently graduated physicians scored higher in learning than senior physicians, while place of work and work unit did not significantly affect the scores.
Conclusion The use of webinar for health professionals training in Indonesia was well-received amid the ongoing pandemic. In the future, health institutions and teaching hospitals should optimize the implementation of webinar training as it is associated with low cost, high flexibility, and less time commuting.
Citations
Citations to this article as recorded by
The Impact of Interventional Radiology Educational Webinars during the Coronavirus Disease 2019 Pandemic and Beyond-The Asia Pacific Society of Cardiovascular and Interventional Radiology (APSCVIR) Experience Dorothea Akousua Amoh, Bien Soo Tan, Joemel Francisco, Deborah Halim, Yasuaki Arai, Andrew Holden, Luke Toh, Rickie Cheng, Alfred Bingchao Tan Interventional Radiology.2026; 11: e2025-0043. CrossRef
Standing Strong: Simulation Training and the Emotional Resilience of Healthcare Providers During COVID-19 Alice Yip, Jeff Yip, Zoe Tsui, Jacky Chun-Kit Chan COVID.2025; 5(6): 92. CrossRef
Preliminary assessment of the Healthy Early Life Moments (HELMS) webinars in empowering Developmental Origins of Health and Disease (DOHaD) concept among healthcare professionals – a pragmatic serial cross-sectional study Chee Wai Ku, Roderica R.G. Ng, Ting Yu Chang, Celeste H.F. Lim, Ruther Teo Zheng, Weini Ma, Mei Chien Chua, Jerry K.Y. Chan, Fabian K.P. Yap, See Ling Loy Journal of Perinatal Medicine.2024; 52(4): 406. CrossRef
Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations Sophie Soklaridis, Mushfika Chowdhury, Mary G. Turco, Martin Tremblay, Paul Mazmanian, Betsy Williams, Reena Besa, Sanjeev Sockalingam Journal of Continuing Education in the Health Professions.2024; 44(4): e22. CrossRef
Evaluation of a Webinar to Increase Health Professionals’ Knowledge about Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) Laura Froehlich, Jasmin Niedrich, Daniel B. R. Hattesohl, Uta Behrends, Claudia Kedor, Johannes-Peter Haas, Michael Stingl, Carmen Scheibenbogen Healthcare.2023; 11(15): 2186. CrossRef
An Evidence-Based Educational Program on Post-COVID Conditions: Assessing Knowledge of Nursing and Radiologic Technology Students Kathleen Ronca, Jarek Stelmark, Cordelle Luces, Deborah H. Allen, Myriam Jean Cadet Journal of Radiology Nursing.2023; 42(4): 425. CrossRef
Education and Training Adaptations for Health Workers during the COVID-19 Pandemic: A Scoping Review of Lessons Learned and Innovations Perla Boutros, Nour Kassem, Jessica Nieder, Catalina Jaramillo, Jakob von Petersdorff, Fiona J. Walsh, Till Bärnighausen, Sandra Barteit Healthcare.2023; 11(21): 2902. CrossRef
A narrative review of e-learning in professional education of healthcare professionals in medical imaging and radiation therapy Kl. Konstantinidis, I. Apostolakis, P. Karaiskos Radiography.2022; 28(2): 565. CrossRef
How to do a journal club, a seminar and a webinar? Sadhana Sanwatsarkar, Sanjeev Palta, Satyen Parida, Chaitanya Kamat, Bala Subramanya H Indian Journal of Anaesthesia.2022; 66(01): 27. CrossRef
Digital Methods of Delivering Education and Training in Neuropsychology Ryan Van Patten, John A Bellone, Taylor R Schmitt, Leslie Gaynor, Cady Block Archives of Clinical Neuropsychology.2022; 37(6): 1103. CrossRef
Learnings from the forced transition of an industry supported educational programme for young experts in urology and oncology from face-to-face to digital during the COVID-19 pandemic Ina Weisshardt, Ivo Vlaev, Trishna Chauhan, Eva Hofstädter-Thalmann Journal of European CME.2022;[Epub] CrossRef
Evaluation of the Impact of Webinar Training in Comparison to Conventional Training on COVID-19 Risk Perception in Emergency Medical Technicians Seyyed Mohammad Reza Hosseini, Mohammad Azim Mahmodi, Amir Mirhaghi Modern Care Journal.2021;[Epub] CrossRef
Evaluating knowledge retention and perceived benefits of medical webinar for professional development among Indonesian physicians Edward Christopher Yo, Anissa Nindhyatriayu Witjaksono, Dewi Yunia Fitriani, Retno Asti Werdhani, Dyandra Parikesit Korean Journal of Medical Education.2021; 33(4): 381. CrossRef
Medical schools have been slowly adopting online learning into pedagogical methods for more than a decade. While some medical educators are reluctant to accept these changes, the ongoing coronavirus disease 2019 (COVID-19) pandemic poses a threat to the delivery of traditional medical education, which has accelerated the inevitable implementation of online learning. This sudden change may be a new challenge to medical educators who are new to this territory. Therefore, this review aims to provide foundational concepts of online learning and practical guidelines in the context of medical education. The authors first identify three foundational concepts, which are transactional distance, presence, and independent learners. In online learning, transactional distance, determined by dialogue and structure, becomes more important than physical distance. Furthermore, effective and successful online learning requires the achievement and accommodation of cognitive, social, and teaching presences. It is also crucial to recognize learners not as passive recipients of information predefined by a teacher, but as active, capable, and independent individuals. The authors, then, discuss the practical guidelines for designing an effective online curriculum. Five online pedagogical guidelines are laid out in this review: design structures and flows to embrace experiential learning, accommodate both synchronous and asynchronous learning, design/facilitate interactions, promote practice opportunities, and promote a learning community. By understanding the foundational concepts and applying these guidelines, the adoption of online learning in the medical school may supplement the traditional medical education or even provide additional benefits in the new normal after the COVID-19 pandemic.
Citations
Citations to this article as recorded by
Power distance within online and face‐to‐face medical education in Sri Lanka and the UK Amaya Ellawala, Alison Ledger, Harith Wickramasekara Medical Education.2026; 60(2): 127. CrossRef
Learner Engagement, Teaching Effectiveness, and Digital Proficiency in In-Person Versus Livestream Continuing Medical Education Gretchen A. Colbenson, David A. Cook, Christopher R. Stephenson Journal of Continuing Education in the Health Professions.2026; 46(2): 88. CrossRef
Online learning and emergency global health partnerships: a qualitative study of virtual grand rounds Richard Lowsby, Henry Muwonge, Faith Komagum, Lenia Maurine, Shweta Gidwani, Andrew Fryer, Martin Parham Emergency Medicine Journal.2026; 43(7): 405. CrossRef
Dynamics in students’ psychosomatic health indicators during their distance learning under martial law Nataliia A. Dakal, Oleksandr D. Mokhunko, Zoia V. Syrovatko, Viktoriia M. Yefremenko, Larysa V. Anikeienko, Viktor P. Bilokon, Valentyna V. Zubko Polski Merkuriusz Lekarski.2026; 54(3): 306. CrossRef
Teacher experiences with online experiential legal education Chevy van Dorresteijn, Frank Cornelissen, Monique Volman Teaching in Higher Education.2025; 30(1): 132. CrossRef
Development of a multi-level assistive technology focused technology translation training program Michelle Zorrilla, Fuzexia Guo, Mary Goldberg, Jonathan Pearlman Assistive Technology.2025; 37(5): 376. CrossRef
Exploring diagnostic radiography students’ experiences of transitioning from online to face-to-face teaching and learning, Johannesburg, South Africa L. Gumede, L. Hazell, S. Lewis Journal of Medical Imaging and Radiation Sciences.2025; 56(1): 101795. CrossRef
Undergraduate students’ satisfaction with flexible learning in humanities and health during COVID-19: An application of self-determination theory Fatima M. M. Hasan, Moayad A. Wahsheh, Zeinab M. Hassan International Review of Education.2025; 71(1): 81. CrossRef
Student perceptions and outcomes from asynchronous versus synchronous remote learning in a pharmacy skills course Stephanie L. Hsia, Gabriela Mackey, Raka Mondal, Crystal Zhou Currents in Pharmacy Teaching and Learning.2025; 17(5): 102299. CrossRef
Application of principles of cognitive psychology in teaching: Perspectives from undergraduate medical and dental students Ambreen Surti, Shaur Sarfaraz, Rabiya Ali, Mukhtiar Baig, Rehana Rehman, Alexander Maniangat Luke PLOS ONE.2025; 20(2): e0317792. CrossRef
Construction of personalized online educational resources based on deep learning in higher education self-study examination environment Anxue Zhao, Xiaoting Jia Applied Mathematics and Nonlinear Sciences.2025;[Epub] CrossRef
Students outperform faculty in recognizing the use of active learning methods Giovanna Maria Gimenez Testa, Mariana Bueno de Oliveira Souza, Ângela Tavares Paes, Juliana Magdalon Advances in Physiology Education.2025; 49(2): 356. CrossRef
Can a teledance program be inclusive for children with and without motor disorders? A feasibility study Claire Cherriere, Lucie Beaudry, Laurence Ethier, Jessica Tallet, Catherine Donskoff, Martin Lemay Research in Dance Education.2025; : 1. CrossRef
Analyzing the use of digital and physical anatomical teaching models in anatomy training Katelyn N. Wood, Sean McWatt, Nour Risha, Paul Mensink Advances in Physiology Education.2025; 49(2): 572. CrossRef
The Relationship Between Satisfaction Levels With Distance Learning, Perceived Stress, and Depression Levels of Nutrition and Dietetics Students Hilal Hizli-Guldemir, Neda Saleki, Busranur Delice, İpek Hacioglu, Busra Yildiz Topics in Clinical Nutrition.2025; 40(3): 204. CrossRef
Enhancing anatomy education with virtual reality: integrating three-dimensional models for improved learning efficiency and student satisfaction Shuliang Niu, Jinlong Zhang, Jiang Lin, Binbin Wang, Jie Yan Frontiers in Medicine.2025;[Epub] CrossRef
MOOC construction for life education in Chinese universities: an analytical study Fengling Xu, Junqing Zhang, Qiqi Zhou, Shaoyu Mou Frontiers in Public Health.2025;[Epub] CrossRef
Design of Intelligent Online Education Resource Optimization and Scheduling Strategies Based on Deep Reinforcement Learning Yen Chun Lee, Chao-We Hsu, Chu-Hui Lee Applied Mathematics and Nonlinear Sciences.2025;[Epub] CrossRef
Teaching on Climate Change and Health—Development and Implementation of an Online Elective Course for Medical Students Olga Anastasia Amberger, Svea Holtz, Judith Ullmann-Moskovits, Anette Christ, Armin Wunder, Marischa Fast, Dorothea Lemke Journal of Medical Education and Curricular Development.2025;[Epub] CrossRef
A Collaborative Response to the COVID-19 Challenge: Developing an International Platform for Sharing E-learning Materials for Veterinary Education Rikke Langebæk, Camilla S. Bruun, Hans Koeslag, Carla Zijlstra, Katharina van Leenen, Theo van Haeften, Willemijn van Os, Claus B. Jørgensen, Antti Iivanainen Journal of Veterinary Medical Education.2024; 51(4): 422. CrossRef
Ethical dilemmas faced by healthcare teachers during the COVID-19 pandemic Monika Koskinen, Yvonne Hilli, Tuulikki Keskitalo, Merle Talvik, Ann-Helen Sandvik, Kari Marie Thorkildsen, Maria Skyvell-Nilsson, Meeri Koivula, Jekaterina Šteinmiller Nursing Ethics.2024; 31(5): 907. CrossRef
Blended teaching mode based on small private online course and case-based learning in analgesia and sedation education in China: a comparison with an offline mode Shu Li, Longxiang Su, Ran Lou, Ying Liu, Hua Zhang, Li Jiang BMC Medical Education.2024;[Epub] CrossRef
Transactional distance theory in distance learning: Past, current, and future research trends Krishnashree Achuthan, Vysakh Kani Kolil, Sharanya Muthupalani, Raghu Raman Contemporary Educational Technology.2024; 16(1): ep493. CrossRef
Exploring medical students’ perspectives on online education in medical education Ahmet Kaya, Sedat Bostan, Yasemin Kaya, Esra Demir, Nur Abdullah, Samet Yesil European Journal of Environment and Public Health.2024; 8(2): em0156. CrossRef
Distance Learning in a Cyber Islamic University: Best Experience from Indonesia Ayus Ahmad Yusuf, Toheri, M. Syaoqi Nahwandi, Asmiyati Khusnul Maryam Revista de Gestão Social e Ambiental.2024; 18(5): e06947. CrossRef
Evaluation of Emergency Distance Education Based Lifelong Learning Environment Use from Student Perspective: A Phenomenological Research Yakup Yılmaz Journal of Teacher Education and Lifelong Learning.2024; 6(1): 222. CrossRef
Best practices in online/distance pharmacy practice course didactic instruction Dawn E. Havrda, Andrew J. Crannage, Angela L. Bingham, Kristen M. Cook, Susan E. Hamblin, Andie E. Lloyd, J. Russell May, Jessica R. Merlo, Kaely G. Miller, Christina A. Spivey JACCP: JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY.2024; 7(7): 670. CrossRef
Program Development for Online Art Classes Tian Xi, Lani E. Sakay International Journal of Innovative Science and Research Technology (IJISRT).2024; : 502. CrossRef
Impact of a Novel Asynchronous Nutrition Course on Knowledge, Attitudes, and Self-Efficacy of Physician Assistant Students Stephanie Bernard, Sarah R. Daniel The Journal of Physician Assistant Education.2024; 35(4): 380. CrossRef
Evaluating the Effectiveness of Online Physical Education Teaching toward Students at Ho Chi Minh City University of Technology and Education, Vietnam Thanh Nguyen Duc, Thang Nguyen Manh Annals of Applied Sport Science.2024;[Epub] CrossRef
The prevalence of neck pain among online learning students: An observational study Dan-Dan Zheng, Dan Li, Jun-Xiang Cheng, Rui-Hua Jin Medicine.2024; 103(32): e39264. CrossRef
Improving E-learning mediating green innovation and green technology for green management practice Dewi Nusraningrum, Winda Widyanty, Sonny Indrajaya, Nimit Soonsan, Suphattra Sangthong, Kanyapat Pattanapokinsakul Discover Sustainability.2024;[Epub] CrossRef
Evaluating the Effectiveness of an Online Targeted Education Programme on Vascular Surgery Aimed at Early Postgraduate Doctors Siddhant A Pherwani, Saad Ahmed, Aditya Gangal, Akash Doshi Cureus.2024;[Epub] CrossRef
Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools Jonathan D. Windram, Ashley Neal, Colin J. McMahon CJC Pediatric and Congenital Heart Disease.2023; 2(2): 93. CrossRef
Emergence of Online Teaching for Plastic Surgery and the Quest for Best Virtual Conferencing Platform: A Comparative Cohort Study Suvashis Dash, Raja Tiwari, Amiteshwar Singh, Maneesh Singhal Archives of Plastic Surgery.2023; 50(02): 200. CrossRef
Proses Pelaksanaan Pembelajaran PJOK Kelas XI di SMA Negeri pada Era New Normal Covid-19 I Nengah Dwi Mahendra Jaya, I. P. Panca Adi, I. G. Suwiwa Jurnal Ilmu Keolahragaan Undiksha.2023; 10(3): 252. CrossRef
Generation Z nursing students’ online learning experiences during COVID-19 epidemic: A qualitative study Yue Liu, Xiao Sun, Pengjia Zhang, Peng Han, Haiyan Shao, Xia Duan, Jinxia Jiang Heliyon.2023; 9(4): e14755. CrossRef
New era of medical education: asynchronous and synchronous online teaching during and after COVID-19 Shuangfa Mao, Linghong Guo, Pengjie Li, Kui Shen, Mingxia Jiang, Yin Liu Advances in Physiology Education.2023; 47(2): 272. CrossRef
Online medical education: A student survey Isabella Faria, Carolina B. Moura, Mariana Graner, Letícia Nunes Campos, Ayla Gerk, Marcela M. Bittencourt, Maria Luíza Cazumbá, Asher Mishaly, Alexandra M. Buda, Paul Truche, Alexis N. Bowder, Fabio Botelho, Madeleine Carroll, David Mooney, Abbie Naus The Clinical Teacher.2023;[Epub] CrossRef
An online medical course during the COVID-19 pandemic: A mixed methods analysis Maria Isabel Atienza, Noel Atienza The Asia Pacific Scholar.2023; 8(3): 58. CrossRef
Use of Active Learning During Emergency Remote Teaching in COVID-19 Pandemic Giovanna Maria Gimenez Testa, Mariana Bueno de Oliveira Souza, Ângela Tavares Paes, Juliana Magdalon Medical Science Educator.2023; 33(4): 913. CrossRef
Faut-il former plus souvent à distance ? Jacques Tardif, Ahmed Moussa Pédagogie Médicale.2023; 24(3): 203. CrossRef
Stress and Coping Strategies of Online Nursing Practicum Courses for Taiwanese Nursing Students during the COVID-19 Pandemic: A Qualitative Study Hui-Man Huang, Yu-Wen Fang Healthcare.2023; 11(14): 2053. CrossRef
Teaching medicine web-based with the help of interactive audience response systems Phillip Kremer, Leonard Richter, Leander Melms, Claus F. Vogelmeier, Juergen R. Schaefer, Nour Shaheen PLOS ONE.2023; 18(8): e0289417. CrossRef
Design Principles of Learning Messages in E-Learning Rama Faiz Pangestu, Herman Dwi Surjono Jurnal Pedagogi dan Pembelajaran.2023; 6(1): 123. CrossRef
Research on the application and effect of flipped-classroom combined with TBL teaching model in WeChat-platform-based biochemical teaching under the trend of COVID-19 Haiyan Ji, Kangle Zhu, Zhiyu Shen, Huixia Zhu BMC Medical Education.2023;[Epub] CrossRef
Staying Online in Uncertain Times: A Nationwide Canadian Survey of Pathology Resident Uses of and Adaptations to Online Learning During COVID-19 Katherina Baranova, David K. Driman Archives of Pathology & Laboratory Medicine.2023; 147(11): 1333. CrossRef
The Self-Perceived E-Learning Environment Scale: Development and Psychometric Properties in a Nursing Students Samples Letizia Dal Santo, Marco Peña-Jimenez, Federica Canzan, Luisa Saiani, Adalgisa Battistelli Nursing Education Perspectives.2023; 44(6): E39. CrossRef
Costruire una comunità educante: risultati della ricerca Leadership for Equity Serena Greco, Elettra Morini, Angelo Paletta IUL Research.2023; 4(8): 5. CrossRef
Academic Library Instruction in the Time of a COVID-19 Pandemic – Lessons Learned Nancy Shin, Sally Pine, Carolyn Martin, Tania Bardyn Journal of Web Librarianship.2022; 16(1): 1. CrossRef
The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction Letizia Dal Santo, Marco Peña-Jimenez, Federica Canzan, Luisa Saiani, Adalgisa Battistelli Nurse Education Today.2022; 110: 105268. CrossRef
Shift to emergency remote preclinical medical education amidst the Covid‐19 pandemic: A single‐institution study Ilias P. Nikas, Demetris Lamnisos, Maria Meletiou‐Mavrotheris, Sophia C. Themistocleous, Chryso Pieridi, Dimitrios G. Mytilinaios, Constantinos Michaelides, Elizabeth O. Johnson Anatomical Sciences Education.2022; 15(1): 27. CrossRef
Medical students’ adoption and evaluation of a completely digital general practice clerkship – cross-sectional survey and cohort comparison with face-to-face teaching Marina Fehl, Vera Gehres, Anne-Kathrin Geier, Thomas Mundt, Kay Klinge, Thomas Frese, Markus Bleckwenn, Tobias Deutsch Medical Education Online.2022;[Epub] CrossRef
Development and application of an online learning platform for nursing ethics: A teaching practice research Cheng Zhen, Wang Zonghua, Luo Yu, Ma Huijuan, Tan Jing, Zhang Suofei, Zhu Lei Nurse Education Today.2022; 112: 105336. CrossRef
MODERN APPROACHES TO TEACHING SCHOOLCHILDREN IN A PANDEMIC Gavrilova E.А. Natural resources of the Earth and environmental protection.2022; 3(1): 39. CrossRef
Providing an interactive undergraduate elective on safety culture online – concept and evaluation Angelina Müller, Olga A. Sawicki, Marina Pommee, Tatjana Blazejewski, Kyra Schneider, Judith Ullmann-Moskovits, Juliana J. Petersen, Beate S. Müller BMC Medical Education.2022;[Epub] CrossRef
From the inverted classroom to the online lecture hall: Effects on students' satisfaction and exam results Lena Dahmen, Achim Schneider, Oliver Keis, Patrick Straßer, Michael Kühl, Susanne J. Kühl Biochemistry and Molecular Biology Education.2022; 50(5): 483. CrossRef
Impact of COVID-19 pandemic on medical students: a scoping review protocol Ardo Sanjaya, Christian Edwin, Dedeh Supantini BMJ Open.2022; 12(8): e061852. CrossRef
The promotion of active aging through older adult education in the context of population aging Kexin Zhang, Chengxia Kan, Youhong Luo, Hongwei Song, Zhenghui Tian, Wenli Ding, Linfei Xu, Fang Han, Ningning Hou Frontiers in Public Health.2022;[Epub] CrossRef
Online Courses Provide Robust Learning Gains and Improve Learner Confidence in the Foundational Biomedical Sciences Andrew Pike, Matt Bunch, Christine M. DeGennaro, Michael J. Parker Medical Science Educator.2022; 32(6): 1425. CrossRef
Challenges In Learning English Online During the Covid-19 Pandemic in Non-English Department Students Ketut Herya Darma Utami, Luh Putu Dian Kresnawati, Ni Wayan Monik Rismadewi Journal for Lesson and Learning Studies.2022; 5(1): 61. CrossRef
Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era Kyong-Jee Kim Humanities and Social Sciences Communications.2022;[Epub] CrossRef
Peculiarities of the use interactive approaches in education during the learning of biochemistry at the Danylo Halytski Lviv National Medical University under the condition of martial law in Ukraine I. FOMENKO, T. BONDARCHUK, L. KOBYLINSKA Experimental and Clinical Physiology and Biochemistry.2022; 2022(4): 44. CrossRef
The Successful of Online Learning on Student Responsibility Characters During the COVID-19 Pandemic Rahmat - Aziz, Muhammad Amin Nur, Raihan Retriansyah Dilapanga, Mega Arina Manasikan, Ulfiatul - Muarofah Jurnal Pendidikan dan Pengajaran.2022; 55(1): 142. CrossRef
Online Pathology Education for Medical Students: Lessons Learned During Lockdown in Central Thailand Thiyaphat Laohawetwanit Asian Medical Journal and Alternative Medicine.2022; 22(1): 64. CrossRef
Alice im digitalen Wunderland: pädiatrische Lehre in der COVID-19-Pandemie Martin Häusler, Hans Martin Bosse, Thomas Fischbach, Norbert Graf, Jürgen‑Christoph von Kleist-Retzow, Joachim Kreuder Monatsschrift Kinderheilkunde.2021; 169(2): 151. CrossRef
Adaptations in Anatomy Education during COVID-19 Hyeijung Yoo, Dasom Kim, Young-Mee Lee, Im Joo Rhyu Journal of Korean Medical Science.2021;[Epub] CrossRef
Is it feasible and effective to provide faculty development programs online for clinical teachers? Ji Hyun Im, Ju Whi Kim, Wan Beom Park, Ilkyu Han, Seung Hee Lee, Jwa Seop Shin, Hyun Bae Yoon Korean Journal of Medical Education.2021; 33(2): 139. CrossRef
Assessment of Acupuncture and Moxibustion Medicine Clinical Practice Using the Objective Structured Clinical Examination Eunbyul Cho, Ju-Hyun Lee, O Sang Kwon, Jiseong Hong, Nam Geun Cho Journal of Acupuncture Research.2021; 38(3): 219. CrossRef
Responding to Covid‐19: A thematic analysis of students' perspectives on modified learning activities during an emergency transition to remote human anatomy education Sean C. McWatt Anatomical Sciences Education.2021; 14(6): 721. CrossRef
Minat Dan Hasil Belajar Biologi pada Pembelajaran Daring Mutiara Hasibuan, Lufri Lufri Journal for Lesson and Learning Studies.2021; 4(3): 332. CrossRef
Medical education versus exposure to SARS COV-2: how is the achievement of doctor resident competence in the field of urogynecology? Eighty Mardiyan Kurniawati, Nur Anisah Rahmawati Social Medicine.2021; 14(3): 163. CrossRef
Ways to solve the problem of surgical staff training. Proposals of the Russian Society of Surgeons I. I. Zatevakhin, A. V. Fedorov, S. A. Sovtsov, M. L. Tariverdiev Hirurg (Surgeon).2020; (11-12): 5. CrossRef
Purpose We aimed to explore medical students’ online learning patterns and needs by analyzing data obtained from an e-learning portal of Korean medical schools.
Methods Data were obtained from learning resources and registered users of the e-learning portal by the consortium of 36 Korean medical schools, e-MedEdu (www.mededu.or.kr) over a period of 10 years. Data analytics were performed of its contents and usage patterns using descriptive statistics.
Results The website currently has over 1,600 resources, which have almost tripled over the past decade, and 28,000 registered users. Two hundred and twenty medical faculty have contributed the resources; a majority of them were clinical cases and video clips, which accounted for 30% and 27% of all resources, respectively. The website has received increasing hits over the past decade; annual website hits increased from 80,000 in 2009 to over 300,000 in 2018. The number of hits on resources varied across resource types and subjects; 90% of all website hits were on online videos, and 28% of them originated from mobile devices. Among the online videos, those on procedural skills received more hits than those on patient encounters and video lectures.
Conclusion Our findings demonstrate the increasing use of e-learning in medical education in Korea over the past decade. Our study also shows a wide disparity in the frequency of use in learning resources across resource types and subjects, which have implications for improvements in the design and development of learning resources to better meet medical students’ curricular needs and their learning styles.
Citations
Citations to this article as recorded by
Faculty perceptions of streaming video collections for teaching: a qualitative inquiry Akinade Adebowale Adewojo, Adetola Adebisi Akanbiemu Journal of Electronic Resources Librarianship.2026; 38(2): 151. CrossRef
Asynchronous Distance Learning Performance and Knowledge Retention of the National Institutes of Health Stroke Scale Among Health Care Professionals Using Video or e-Learning: Web-based Randomized Controlled Trial Avinash Koka, Loric Stuby, Emmanuel Carrera, Ahmed Gabr, Margaret O'Connor, Nathalie Missilier Peruzzo, Olivier Waeterloot, Friedrich Medlin, Fabien Rigolet, Thomas Schmutz, Patrik Michel, Thibaut Desmettre, Mélanie Suppan, Laurent Suppan Journal of Medical Internet Research.2025; 27: e63136. CrossRef
Designing a Motivational Model for Applying Blended Learning to Faculty Members in Universities of Medical Sciences Masoumeh Abbasi, Mahmoud Mansouri, Marziye Pashmforosh, Mohammad Hasan Keshavarzi, Ghobad Ramezani Shiraz E-Medical Journal.2025;[Epub] CrossRef
Improving the accuracy of emergency department clinicians in detecting SARS-COV-2 on chest X-rays using a bespoke virtual training platform Jasdeep Bahra, Anita Acharya, Sarim Ather, Rachel Benamore, Julie-Ann Moreland, Divyansh Gulati, Lee How, Thandiwe Rosemarysdottir, Miranthi Huwae, Sarah Wilson, Abhishek Banerji, Katerina Manso, Liza Keating, Amy Barrett, Fergus Gleeson, Alex Novak BMC Medical Education.2025;[Epub] CrossRef
How do medical students want to learn ENT? Perspectives from a consensus forum Emily Wilson, Matthew Choy, Ian Nunney, Ngan Hong Ta, Bhavesh V Tailor, Matthew E Smith The Journal of Laryngology & Otology.2024; 138(1): 10. CrossRef
What’s new in academic international medicine? Strategies to enhance the effectiveness of e-learning in undergraduate medical training Saurabh RamBihariLal Shrivastava, Aditya Pachpute, Prateek Sudhakar Bobhate, Sonali Borkar, Nandkishor Bankar International Journal of Academic Medicine.2024; 10(3): 101. CrossRef
Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review Iva Bojic, Maleyka Mammadova, Chin-Siang Ang, Wei Lung Teo, Cristina Diordieva, Anita Pienkowska, Dragan Gašević, Josip Car Journal of Medical Internet Research.2023; 25: e41671. CrossRef
E-learning and E-modules in medical education—A SOAR analysis using perception of undergraduate students Archana Prabu Kumar, Abirami Omprakash, Prabu Kumar Chokkalingam Mani, Maheshkumar Kuppusamy, Doaa Wael, B. W. C. Sathiyasekaran, P. V. Vijayaraghavan, Padmavathi Ramasamy, Mohammed H. Karrar Alsharif PLOS ONE.2023; 18(5): e0284882. CrossRef
The Role of E-Content Development in Medical Teaching: How Far Have We Come? Maithili N Bankar, Nandkishor J Bankar, Brij Raj Singh, Gulshan R Bandre , Yogendra P Shelke Cureus.2023;[Epub] CrossRef
Faculty perceptions and use of e-learning resources for medical education and future predictions Kyong-Jee Kim, Giwoon Kim, Youngjoon Kang Korean Journal of Medical Education.2023; 35(4): 325. CrossRef
Can distant teaching replace face‐to‐face dermatology education in general medicine? S. Idoudi, G. Duru, A. Eberhardt, L. Thomas Clinical and Experimental Dermatology.2022; 47(3): 597. CrossRef
Tailoring an online breastfeeding course for Southeast Asian paediatric trainees- A qualitative study of user experience from Malaysia and Thailand Yew Kong Lee, Apichai Wattanapisit, Chirk Jenn Ng, Christopher Chiong Meng Boey, Azanna Ahmad Kamar, Yao Mun Choo, Joyce Soo Synn Hong, Fook Choe Cheah, Swee Fong Tang, Bee Koon Poh, Nalinee Chongviriyaphan, Sirinapa Siwarom, Chonnikant Visuthranukul, Ber BMC Medical Education.2022;[Epub] CrossRef
Impact of COVID-19 pandemic on dental education: online experience and practice expectations among dental students at the University of Jordan Susan Hattar, Abeer AlHadidi, Faleh A. Sawair, Islam Abd Alraheam, Ahmad El-Ma’aita, Fouad Kadim Wahab BMC Medical Education.2021;[Epub] CrossRef
Online education and best practices for the development of a distance education program Andrey Koptelov, Stephen Turner, S.N. Vachkova, A. Iskakova, A. Koptelov SHS Web of Conferences.2021; 98: 05009. CrossRef
e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE) Kyong-Jee Kim, Yeon Ji Lee, Mi Jin Lee, Young Hyo Kim, Oathokwa Nkomazana PLOS ONE.2021; 16(7): e0253860. CrossRef
Interactive and non-interactive e-learning in prenatal care Mehrnaz Geranmayeh, Zinat Keshtkar Bareghany, Mitra Zolfghari, Farahnaz Azizi British Journal of Midwifery.2021; 29(10): 564. CrossRef
Exploring the perspectives of medical students on application of e-learning in medical education during the COVID-19 pandemic Nazar P. Shabila, Nazdar Ezzaddin Alkhateeb, Ali Shakir Dauod, Ali Al-Dabbagh Work.2021; 70(3): 751. CrossRef
Knowledge Retention of the NIH Stroke Scale among Stroke Unit Health Care Workers Using Video vs. E-Learning: Protocol for a Web-Based, Randomized Controlled Trial Avinash Koka, Mélanie Suppan, Emmanuel Carrera, Paula Fraga-Freijeiro, Kiril Massuk, Marie-Eve Imbeault, Nathalie Missilier Perruzzo, Sophia Achab, Alexander Salerno, Davide Strambo, Patrik Michel, Loric Stuby, Laurent Suppan Healthcare.2021; 9(11): 1460. CrossRef
A Technology Enabled Learning Model in Healthcare during COVID-19 Habib Ur Rahman, Nazir Ahmed Sangi, Moiz Uddin Ahmed Intelligent Automation & Soft Computing.2021; 28(1): 261. CrossRef
Transition from physical to virtual classroom amidst COVID-19 crisis: Analyzing students’ perspective to drive improvement in the current online teaching methodology Jyoti Chopra, Anita Rani, Shloak Chopra, Punita Manik, Rana Ravneesh Singh Journal of Education and Health Promotion.2021;[Epub] CrossRef
Students Feedback to Improve Online Teaching/ Learning in Government Medical College, Katua During the Covid-19 Pandemic Preet Mohinder Singh, Gurmeet Kaur Journal of Punjab Academy of Forensic Medicine & Toxicology.2021; 21(2): 53. CrossRef
O Ensino da Anamnese Assistido por Tecnologias Digitais durante a Pandemia da Covid-19 no Brasil Amanda Júlia de Arruda Magalhães, Matheus Henrique Almeida Rocha, Samilla Cristinny Santos, Cecília Borges Dantas, Glauber José de Melo Cavalcanti Manso, Maria Dirlene Alves Ferreira Revista Brasileira de Educação Médica.2020;[Epub] CrossRef
E-Learning in medicine: Current status and future developments Matthias Schneider, Thomas Binder Hamdan Medical Journal.2019; 12(4): 147. CrossRef
Development of e-learning in medical education: a student’s perspective Nour Al Jamil, Samina Shaikh, Sabrina Munir, Saleha Malek, Afshan Khan Korean Journal of Medical Education.2019; 31(4): 371. CrossRef
Medical research as a clinician: hoping for golden era Hyung Keun Lee Journal of the Korean Medical Association.2019; 62(12): 600. CrossRef
First
Prev
