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The classroom teaching consisted of nine lectures lasting 15 min each, covering identical content as that for the pre-course e-learning (Table 1).
Fifty percent employed permanent staff almost exclusively in charge for e-learning (Table 2).
The articles that discussed using e-learning (Table 3) to address faculty shortages spoke of using e-learning to supplement faculty instruction at institutions [ 3, 7- 11].
We used the ANOVA learning effect to chart the changes in sensory responses following learning (Table 1, learning effect).
Qualitative differences: "Large" = values of ≥0.8; "Moderate" = values between 0.50 and 0.79; "Small" = values below 0.50 * p < .05 There was no difference in mean scores on the CanMEDS constructs of the quiz between those who completed the PDF articles and those who completed the e-learning modules (see Table 3).
They stated that it was easy to orientate within the e-learning platform (Question 32, Table 2) and that the e-learning material was not assembled in a confusing way (Question 31, Table 2).
Sociodemographic data of the 108 included students and their disposition towards e-learning are provided in Table 3.
These students stated that the all the necessary material was provided on the e-learning platform (Question 25, Table 2).
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However, nearly 62% (n = 65/106) expressed their wish to participate in the e-learning module in the future [Table 5].
Also, the evaluation of students on the subject of e-learning was performed significantly more often when e-learning staff was present (Table 2).
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