Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69

References

• Alkhowailed MS, Rasheed Z, Shariq A, Elzainy A, El Sadik A, Alkhamiss A, Alsolai AM, Alduraibi SK, Alduraibi A, Alamro A, et al. 2020. Digitalization plan in medical education during COVID-19 lockdown. Inform Med Unlocked. 20:100432.
   PubMedGoogle Scholar
• Allen WC. 2006. Overview and evolution of the ADDIE training system. Advan Develop Human Resources. 8(4):430–441.
   Google Scholar
• Bramer WM, Giustini D, de Jonge GB, Holland L, Bekhuis T. 2016. De-duplication of database search results for systematic reviews in EndNote. J Med Libr Assoc. 104(3):240–243.
   PubMed Web of Science ®Google Scholar
• Branch RM, Dousay TA. 2015. Survey of instructional design models. Bloomington (IN): Association for Educational Communications and Technology (AECT).
   Google Scholar
• Burns R, Wenger J. 2020. A remotely conducted paediatric bootcamp for fourth-year medical students. Med Educ. 54(7):668–669.
   PubMed Web of Science ®Google Scholar
• Chandrasinghe PC, Siriwardana RC, Kumarage SK, Munasinghe BNL, Weerasuriya A, Tillakaratne S, Pinto D, Gunathilake B, Fernando FR. 2020. A novel structure for online surgical undergraduate teaching during the COVID-19 pandemic. BMC Med Educ. 20(1):324.
   PubMed Web of Science ®Google Scholar
• Chen BY, Kern DE, Kearns RM, Thomas PA, Hughes MT, Tackett S. 2019. From modules to MOOCs: application of the six-step approach to online curriculum development for medical education. Acad Med. 94(5):678–685.
   PubMed Web of Science ®Google Scholar
• Chen CH, Mullen AJ. 2020. COVID-19 can catalyze the modernization of medical education. JMIR Med Educ. 6(1):e19725.
   PubMedGoogle Scholar
• Clark JM, Sanders S, Carter M, Honeyman D, Cleo G, Auld Y, Booth D, Condron P, Dalais C, Bateup S, et al. 2020. Improving the translation of search strategies using the Polyglot Search Translator: a randomized controlled trial. J Med Libr Assoc. 108(2):195–207.
   PubMed Web of Science ®Google Scholar
• Clarke V, Braun V. 2013. Teaching thematic analysis: overcoming challenges and developing strategies for effective learning. The Psychologist. 26(2):120–123. http://eprints.uwe.ac.uk/21155.
   Web of Science ®Google Scholar
• Cleland J, Durning SJ. 2015. Researching medical education. West Sussex (UK): John Wiley & Sons.
   Google Scholar
• Clemmons K, Boehme K, Cannon M, Graham J, Lipschitz R. 2020. Building up while shutting down: an academic health system educational response to the COVID-19 pandemic. MedEdPublish. 9(1):165.
   Google Scholar
• Co M, Chu KM. 2020. Distant surgical teaching during COVID-19 – a pilot study on final year medical students. Surg Pract. 24(3):105–109.
   PubMed Web of Science ®Google Scholar
• Coiado OC, Yodh J, Galvez R, Ahmad K. 2020. How COVID-19 transformed problem-based learning at carle illinois college of medicine. Med Sci Educ. 2020:1–2.
   Google Scholar
• Cook DA, Beckman TJ, Bordage G. 2007a. A systematic review of titles and abstracts of experimental studies in medical education: many informative elements missing. Med Educ. 41(11):1074–1081.
   PubMed Web of Science ®Google Scholar
• Cook DA, Beckman TJ, Bordage G. 2007b. Quality of reporting of experimental studies in medical education: a systematic review. Med Educ. 41(8):737–745.
   PubMed Web of Science ®Google Scholar
• Cook DA, Bordage G, Schmidt HG. 2008. Description, justification and clarification: a framework for classifying the purposes of research in medical education. Med Educ. 42(2):128–133.
   PubMed Web of Science ®Google Scholar
• Cook DA, Levinson AJ, Garside S. 2011. Method and reporting quality in health professions education research: a systematic review. Med Educ. 45(3):227–238.
   PubMed Web of Science ®Google Scholar
• Cook DA, Reed DA. 2015. Appraising the quality of medical education research methods: the medical education research study quality instrument and the Newcastle-Ottawa Scale-Education. Acad Med. 90(8):1067–1076.
   PubMed Web of Science ®Google Scholar
• Cuschieri S, Calleja Agius J. 2020. Spotlight on the shift to remote anatomical teaching during COVID-19 pandemic: perspectives and experiences from the University of Malta. Anat Sci Educ. 13(6):671–679.
   PubMed Web of Science ®Google Scholar
• Daniel M, Gordon M, Patricio M, Hider A, Pawlik C, Bhagdev R, Ahmad S, Alston S, Park S, Pawlikowska T, et al. 2021. An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME guide no. 64. Med Teach. 43(3):253–271.
   PubMed Web of Science ®Google Scholar
• Emanuel EJ. 2020. The inevitable reimagining of medical education. JAMA. 323(12):1127.
   PubMed Web of Science ®Google Scholar
• Fatani TH. 2020. Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC Med Educ. 20(1):396.
   PubMed Web of Science ®Google Scholar
• Gaber DA, Shehata MH, Amin HAA. 2020. Online team-based learning sessions as interactive methodologies during the pandemic. Med Educ. 54(7):666–667.
   PubMed Web of Science ®Google Scholar
• Garg M, Eniasivam A, Satterfield J, Norton B, Austin E, Dohan D. 2020. Rapid transition of a preclinical health systems science and social justice course to remote learning in the time of coronavirus. Med Educ Online. 25(1):1812225.
   PubMed Web of Science ®Google Scholar
• Gaur U, Majumder MAA, Sa B, Sarkar S, Williams A, Singh K. 2020. Challenges and opportunities of preclinical medical education: COVID-19 crisis and beyond. SN Compr Clin Med. 2020:1–6.
   Google Scholar
• Geha R, Dhaliwal G. 2020. Pilot virtual clerkship curriculum during the COVID-19 pandemic: podcasts, peers and problem-solving. Med Educ. 54(9):855–856.
   PubMed Web of Science ®Google Scholar
• Gill D, Whitehead C, Wondimagegn D. 2020. Challenges to medical education at a time of physical distancing. Lancet. 396(10244):77–79.
   PubMed Web of Science ®Google Scholar
• Gordon M, Hill E, Stojan J, Daniel M. 2018. Educational interventions to improve handover in health care: an updated systematic review. Acad Med. 93(8):1234–1244.
   PubMed Web of Science ®Google Scholar
• Gordon M, Daniel M, Patricio M. 2019. What do we mean by ‘systematic’ in health education systematic reviews and why it matters!!. Med Teach. 41(8):956–957.
   PubMed Web of Science ®Google Scholar
• Gordon M, Farnan J, Grafton-Clarke C, Ahmed R, Gurbutt D, McLachlan J, Daniel M. 2019. Non-technical skills assessments in undergraduate medical education: a focused BEME systematic review: BEME Guide No. 54. Med Teach. 41(7):732–745.
   PubMed Web of Science ®Google Scholar
• Gordon M, Gibbs T. 2014. STORIES statement: publication standards for healthcare education evidence synthesis. BMC Med. 12(1):143.
   PubMed Web of Science ®Google Scholar
• Gordon M, Patricio M, Horne L, Muston A, Alston S, Pammi M, Thammasitboon S, Park S, Pawlikowska T, Rees E, et al. 2020. Developments in medical education in response to the COVID-19 pandemic: a rapid BEME systematic review: BEME Guide No. 63. Med Teach. 42(11):1202–1215.
   PubMed Web of Science ®Google Scholar
• Hammick M, Dornan T, Steinert Y. 2010. Conducting a best evidence systematic review. Part 1: from idea to data coding. BEME Guide No. 13. Med Teach. 32(1):3–15.
   PubMed Web of Science ®Google Scholar
• Hodges C, Moore S, Lockee B, Trust T, Bond A. 2020. The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.
   Google Scholar
• Howley L, Szauter K, Perkowski L, Clifton M, McNaughton N. 2008. Quality of standardised patient research reports in the medical education literature: review and recommendations. Med Educ. 42(4):350–358.
   PubMed Web of Science ®Google Scholar
• Hrastinski S. 2008. Asynchronous & synchronous E-Learning. Educause Review. 31(4):5. http://www.educause.edulEDUCAUSE+OuarteriyIEDUCAUSEOuarteriyMagazineVolumlAsynchronousandSynchronousELeal163445.
   Google Scholar
• Iqbal MZ, Alradhi HI, Alhumaidi AA, Alshaikh KH, AlObaid AM, Alhashim MT, AlSheikh MH. 2020. Telegram as a tool to supplement online medical education during COVID-19 crisis. Acta Inform Med. 28(2):94–97.
   PubMedGoogle Scholar
• Jeong L, Smith Z, Longino A, Merel SE, McDonough K. 2020. Virtual peer teaching during the COVID-19 pandemic. Med Sci Educ. 9:1–2. https://doi.org/https://doi.org/10.1007/s40670-020-01065-1.
   Google Scholar
• Jones TA, Vidal G, Taylor C. 2020. Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation. J Interprof Care. 34(5):633–646.
   PubMed Web of Science ®Google Scholar
• Joseph JP, Joseph AO, Conn G, Ahsan E, Jackson R, Kinnear J. 2020. COVID-19 pandemic-medical education adaptations: the power of students, staff and technology. Med Sci Educ. 2020:1–2.
   Google Scholar
• Jumat MR, Wong P, Foo KX, Lee ICJ, Goh SPL, Ganapathy S, Tan TY, Loh AHL, Yeo YC, Chao Y, et al. 2020. From trial to implementation, bringing team-based learning online-Duke-NUS medical school’s response to the COVID-19 pandemic. Med Sci Educ. 2020:1–6.
   Google Scholar
• Khalil R, Mansour AE, Fadda WA, Almisnid K, Aldamegh M, Al-Nafeesah A, Alkhalifah A, Al-Wutayd O. 2020. The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Med Educ. 20(1):285.
   PubMed Web of Science ®Google Scholar
• Kim JW, Myung SJ, Yoon HB, Moon SH, Ryu H, Yim JJ. 2020. How medical education survives and evolves during COVID-19: our experience and future direction. PLoS One. 15(12):e0243958.
   PubMed Web of Science ®Google Scholar
• Kimmons R, Graham CR, West RE. 2020. The PICRAT model for technology integration in teacher preparation. Contemp Issu Technol Teac Educ. 20(1):176–198. https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation.
   Google Scholar
• Kirkpatrick JD, Kirkpatrick WL. 2016. Four levels of training evaluation. East Peoria (IL). Versa Press, Inc.
   Google Scholar
• Laksov KB, Dornan T, Teunissen PW. 2017. Making theory explicit – an analysis of how medical education research(ers) describe how they connect to theory. BMC Med Educ. 17(1):18–19.
   PubMed Web of Science ®Google Scholar
• Lapane KL, Dube CE. 2021. Rigor and reproducibility training for first year medical students in research pathways. Clin Transl Sci. 14(3):1026–1036.
   PubMed Web of Science ®Google Scholar
• Liang S, Taylor LN, Hasan R. 2020. Student-led adaptation of improvement science learning during the COVID-19 pandemic. PRiMER. 4:20.
   PubMedGoogle Scholar
• Mahima SM, Sasirekha M, Leonoline EJ, Vaijayanthimala P. 2020. Perception of undergraduate medical and dental students towards learning anatomy in google classroom. Indian J Public Health Res Dev. 11(10):18–25.
   Google Scholar
• Mann K, Dornan T, Teunissen PW. 2011. Perspectives on learning. In: Dornan T, Mann K, Scherpbier A, Spencer J, editors. Medical education: theory and practice. New York (NY): Elsevier; p. 17–38.
   Google Scholar
• Martinez L, Holley A, Brown S, Abid A. 2020. Addressing the rapidly increasing need for telemedicine education for future physicians. PRiMER. 4:16.
   PubMedGoogle Scholar
• Masters K. 2021. They Shoot Horses, Don’t They? A warning to medical schools about medical teacher burnout during COVID-19. MedEdPublish. 10(1):47.
   PubMedGoogle Scholar
• Mayer RE. 2005. Introduction to multimedia learning & cognitive theory of multimedia learning. In: The Cambridge handbook of multimedia learning. Cambridge (MA): Cambridge University Press; p. 1–48.
   Google Scholar
• McHugh ML. 2012. Interrater reliability: the kappa statistic. Biochem Med. 22(3):276–282.
   PubMed Web of Science ®Google Scholar
• Means B, Toyama Y, Murphy R, Bakia M, Jones K. 2009. Evaluation of evidence-based practices in onlinelearning: a meta-analysis and review of online learning studies. Washington (DC): US Department of Education, Office of Planning, Evaluation, and Policy Development.
   Google Scholar
• Mendez-Reguera A, Lopez Cabrera MV. 2020. Engaging my Gen Z class: teaching with memes. Med Sci Educ. 2020:1–2.
   Google Scholar
• Millwood R. 2013. Learning theories map. Holistic Approach to Technology Enhanced Learning (HoTEL). [accessed 2021 Feb 25]. http://hotel-project.eu/content/learning-theories-map-richard-millwood.
   Google Scholar
• Mohos A, Mester L, Barabás K, Nagyvári P, Kelemen O. 2020. Orvos-beteg kommunikációs gyakorlat szimulált pácienssel a koronavírus-járvány idején. (A COVID-19-pandémia orvosszakmai kérdései) [Doctor-patient communication training with simulated patient during the coronavirus pandemic]. Orv Hetil. 161(33):1355–1362.
   PubMed Web of Science ®Google Scholar
• Moro C, Stromberga Z. 2020. Enhancing variety through gamified, interactive learning experiences. Med Educ. 54(12):1180–1181.
   PubMed Web of Science ®Google Scholar
• Morris ZS, Wooding S, Grant J. 2011. The answer is 17 years, what is the question: understanding time lags in translational research. J R Soc Med. 104(12):510–520.
   PubMed Web of Science ®Google Scholar
• Naidoo N, Akhras A, Banerjee Y. 2020. Confronting the challenges of anatomy education in a competency-based medical curriculum during normal and unprecedented times (COVID-19 Pandemic): pedagogical framework development and implementation. JMIR Med Educ. 6(2):e21701.
   PubMedGoogle Scholar
• Newcomb AB, Duval M, Bachman SL, Mohess D, Dort J, Kapadia MR. 2021. Building rapport and earning the surgical patient’s trust in the era of social distancing: teaching patient-centered communication during video conference encounters to medical students. J Surg Educ. 7204(20):30211–30217.
   Google Scholar
• Parker EU, Chang O, Koch L. 2020. Remote anatomic pathology medical student education in Washington State. Am J Clin Pathol. 154(5):585–591.
   PubMed Web of Science ®Google Scholar
• Prasad N, Fernando S, Willey S, Davey K, Kent F, Malhotra A, Kumar A. 2020. Online interprofessional simulation for undergraduate health professional students during the COVID-19 pandemic. J Interprof Care. 34(5):706–710.
   PubMed Web of Science ®Google Scholar
• Price EG, Beach MC, Gary TL, Robinson KA, Gozu A, Palacio A, Smarth C, Jenckes M, Feuerstein C, Bass EB, et al. 2005. A systematic review of the methodological rigor of studies evaluating cultural competence training of health professionals. Acad Med. 80(6):578–586.
   PubMed Web of Science ®Google Scholar
• Rapanta C, Botturi L, Goodyear P, Guàrdia L, Koole M. 2020. Online University teaching during and after the COVID-19 crisis: refocusing teacher presence and learning activity. Postdigit Sci Educ. 2(3):923–945.
   Google Scholar
• Ratanawongsa N, Thomas PA, Marinopoulos SS, Dorman T, Wilson LM, Ashar BH, Magaziner JL, Miller RG, Prokopowicz GP, Qayyum R, et al. 2008. The reported validity and reliability of methods for evaluating continuing medical education: a systematic review. Acad Med. 83(3):274–283.
   PubMed Web of Science ®Google Scholar
• Reed D, Price E, Windish D, Wright S, Gozu A, Hsu E, Beach M, Kern D, Bass E. 2005. Challenges in systematic reviews of educational intervention studies. Ann Intern Med. 142(12 Pt 2):1080–1099.
   PubMed Web of Science ®Google Scholar
• Reed DA, Cook DA, Beckman TJ, Levine RB, Kern DE, Wright SM. 2007. Association between funding and quality of published medical education research. JAMA. 298(9):1002–1009.
   PubMed Web of Science ®Google Scholar
• Rehman R, Fatima SS. 2020. An innovation in Flipped Class Room: a teaching model to facilitate synchronous and asynchronous learning during a pandemic. Pak J Med Sci. 37(1):131–136.
   Web of Science ®Google Scholar
• Robertson B, McDermott C, Star J, Lewin LO, Spell N. 2021. Synchronous virtual interprofessional education focused on discharge planning. J Interprof Educ Pract. 22:100388.
   PubMedGoogle Scholar
• Rosasco J, Hanson Z, Kramer J, Steele L, Beachy B, Gothard MD, Ahmed R, McCarroll ML. 2020. A randomized study using telepresence robots for behavioral health in interprofessional practice and education. Telemed J E Health. 27(7):755–762.
   PubMed Web of Science ®Google Scholar
• Rosenberg M. 2001. E-Learning: strategies for delivering knowledge in the digital age. New York: McGraw-Hill.
   Google Scholar
• Roy H, Ray K, Saha S, Ghosal AK. 2020. A study on students’ perceptions for online zoom-app based flipped class sessions on anatomy organised during the lockdown period of COVID-19. J Clin Diag Res. 14(6):AC01–04.
   PubMed Web of Science ®Google Scholar
• Rucker J, Steele S, Zumwalt J, Bray N. 2020. Utilizing zoom breakout rooms to expose preclerkship medical students to TeleMedicine encounters. Med Sci Educ. 2020:1–2.
   Google Scholar
• Ruiz JG, Mintzer MJ, Leipzig RM. 2006. The Impact of E-Learning in Medical Education. Acad Med. 81(3):207–212.
   PubMed Web of Science ®Google Scholar
• Rutledge C, Hawkins EJ, Bordelon M, Gustin TS. 2020. Telehealth Education: an Interprofessional online immersion experience in response to COVID-19. J Nurs Educ. 59(10):570–576.
   PubMed Web of Science ®Google Scholar
• Sa-Couto C, Nicolau A. 2020. How to use telesimulation to reduce COVID-19 training challenges: a recipe with free online tools and a bit of imagination. MedEdPublish. 9(1):129.
   PubMedGoogle Scholar
• Sandars J, Patel RS, Goh PS, Kokatailo PK, Lafferty N. 2015. The importance of educational theories for facilitating learning when using technology in medical education. Med Teach. 37(11):1039–1042.
   PubMed Web of Science ®Google Scholar
• Schlégl ÁT, Pintér Z, Kovács A, Kopjár E, Varga P, Kardos D, Gasz B, Füzesi Z. 2020. Teaching basic surgical skills using homemade tools in response to COVID-19. Acad Med. 95(11):e7.
   PubMed Web of Science ®Google Scholar
• Selwyn N. 2010. Looking beyond learning: notes towards the critical study of educational technology. J Comput Assist Learn. 26(1):65–73.
   Web of Science ®Google Scholar
• Shahrvini B, Baxter SL, Coffey CS, MacDonald BV, Lander L. 2020. Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study. Res Sq. 2020:1–39.
   Google Scholar
• Sharma S, Ray A, Sadasivam B. 2020. Adaptations in teaching modalities for medical undergraduates in response to coronavirus disease 2019 at a single teaching institute in India. Korean J Med Educ. 32(4):291–295.
   PubMedGoogle Scholar
• Singal A, Bansal A, Chaudhary P, Singh H, Patra A. 2021. Anatomy education of medical and dental students during COVID-19 pandemic: a reality check. Surg Radiol Anat. 43(4):515–521.
   PubMed Web of Science ®Google Scholar
• Singh K, Srivastav S, Bhardwaj A, Dixit A, Misra S. 2020. Medical education during the COVID-19 pandemic: a single institution experience. Indian Pediatr. 57(7):678–679.
   PubMed Web of Science ®Google Scholar
• Spaletra P, Sigal AR, Gelpi RJ, Alves de Lima A. 2020. Implementation of a virtual rotation in Cardiology in times of COVID-19. Medicina. 80(5):587–588.
   PubMed Web of Science ®Google Scholar
• Srinivasan DK. 2020. Medical students’ perceptions and an anatomy teacher’s personal experience using an e-Learning platform for tutorials during the COVID-19 crisis. Anat Sci Educ. 13(3):318–319.
   PubMed Web of Science ®Google Scholar
• Steehler AJ, Pettitt-Schieber B, Studer MB, Mahendran G, Pettitt BJ, Henriquez OA. 2021. Implementation and evaluation of a virtual elective in otolaryngology in the time of COVID-19. Otolaryngol Head Neck Surg. 164(3):556–561.
   PubMed Web of Science ®Google Scholar
• Sterne JA, Hernán MA, Reeves BC, Savović J, Berkman ND, Viswanathan M, Henry D, Altman DG, Ansari MT, Boutron I, et al. 2016. ROBINS-I: a tool for assessing risk of bias in non-randomised studies of interventions. BMJ. 355:i4919.
   PubMed Web of Science ®Google Scholar
• Sud R, Sharma P, Budhwar V, Khanduja S. 2020. Undergraduate ophthalmology teaching in COVID-19 times: students’ perspective and feedback. Indian J Ophthalmol. 68(7):1490–1491.
   PubMed Web of Science ®Google Scholar
• Sudhir M, Mascarenhas S, Isaac J, Alfroukh J, Abdul Rahuman S. 2020. Adapting to the need of the hour: communication skills simulation session using an online platform during COVID-19. MedEdPublish. 9(1):3048.
   Google Scholar
• Sweller J, Ayres P, Kalyuga P. 2011. Cognitive load theory. New York (NY): Springer-Verlag.
   Google Scholar
• Tan J, Lee Y, Tan L, Cheong Y, Nyo Y. 2020. The conduct of paediatric surgery collaborative learning cases via an online platform during the COVID-19 outbreak: challenges and lessons learnt. MedEdPublish. 9(1):261.
   Google Scholar
• Tang B, Coret A, Qureshi A, Barron H, Ayala AP, Law M. 2018. Online lectures in undergraduate medical education: scoping review. JMIR Med Educ. 4(1):e11.
   PubMedGoogle Scholar
• Taylor DC, Hamdy H. 2013. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 35(11):e1561–e1572.
   PubMed Web of Science ®Google Scholar
• Thum DiCesare JA, Segar DJ, Donoho D, Radwanski R, Zada G, Yang I. 2020. Democratizing access to neurosurgical medical education: National efforts in a medical student training camp during coronavirus disease 2019. World Neurosurg. 144:e237–e243.
   PubMed Web of Science ®Google Scholar
• Torre DM, Daley BJ, Sebastian JL, Elnicki DM. 2006. Overview of current learning theories for medical educators. Am J Med. 119(10):903–907.
   PubMed Web of Science ®Google Scholar
• Vala NH, Vachhani MV, Sorani AM. 2020. Study of evaluation of E-learning classes among medical students during COVID-19 pandemic phase in Jamnagar city. Natl J Physiol Pharm Pharmacol. 10(0):1–1042.
   Google Scholar
• Verma A, Verma S, Garg P, Godara R. 2020. Online teaching during COVID-19: perception of medical undergraduate students. Indian J Surg. 82(3):299–300.
   PubMed Web of Science ®Google Scholar
• Vollbrecht PJ, Porter-Stransky KA, Lackey-Cornelison WL. 2020. Lessons learned while creating an effective emergency remote learning environment for students during the COVID-19 pandemic. Adv Physiol Educ. 44(4):722–725.
   PubMed Web of Science ®Google Scholar
• Walton R, Greenberg A, Ehlke D, Solá O. 2020. Development of a health policy elective for medical students during the COVID-19 pandemic: a pilot study. PRiMER. 4:29.
   PubMedGoogle Scholar
• Wentling T, Waight C, Gallaher J, La Fleur J, Wang C, Kanfer A. 2000. E-Learning: a review of literature. Urbana-Champaign (IL): University of Illinois National Center for Supercomputer Applications (NCSA).
   Google Scholar
• Wilcha RJ. 2020. Effectiveness of virtual medical teaching during the COVID-19 crisis: systematic review. JMIR Med Educ. 6(2):e20963.
   PubMedGoogle Scholar
• Wintraub L, Xie M, Issa M, Jeyakumar Y, Nelms M, Sharma D, Teitelbaum D, Otremba M, Sirianni G, Nyhof-Young J, et al. 2020. Wearable technology and live video conferencing: the development of an affordable virtual teaching platform to enhance clinical skills education during the COVID-19 pandemic. Can Med Educ J. 11(5):e121–e125.
   PubMedGoogle Scholar
• Wish-Baratz S, Crofton AR, Gutierrez J, Henninger E, Griswold MA. 2020. Assessment of mixed-reality technology use in remote online anatomy education. JAMA Netw Open. 3(9):e2016271.
   PubMed Web of Science ®Google Scholar
• Wolf FM. 2004. Methodological quality, evidence, and research in medical education (RIME). Acad Med. 79 (Suppl 10):68–69.
   Web of Science ®Google Scholar
• Worthington T. 2013. Synchronizing asynchronous learning. Collections: Australian National University Digital. https://doi.org/http://dx.doi.org/10.1109/ICCSE.2013.6553983.
   Google Scholar
• Yardley S, Dornan T. 2012. Kirkpatrick’s levels and education ‘evidence’. Med Educ. 46(1):97–106. PMID: 22150201.
   PubMed Web of Science ®Google Scholar
• Zhang Q, He YJ, Zhu YH, Dai MC, Pan MM, Wu JQ, Zhang X, Gu YE, Wang FF, Xu XR, et al. 2020. The evaluation of online course of Traditional Chinese Medicine for MBBS international students during the COVID-19 epidemic period. Integr Med Res. 9(3):100449.
   PubMed Web of Science ®Google Scholar