Twelve tips for medical students on how to maximise remote learning

References

• Aghera A, Emery M, Bounds R, Bush C, Stansfield RB, Gillett B, Santen SA. 2018. A randomized trial of SMART goal enhanced debriefing after simulation to promote educational actions. West J Emerg Med. 19(1):112–120.
   PubMed Web of Science ®Google Scholar
• Ainsworth S. 2008. The educational value of multiple representations when learning complex scientific concepts. In: Gilbert JK, Reiner M, Nakhleh M, editors. Visualization: theory and practice in science education. Vol. 3, p. 191–208.
   Google Scholar
• Amgad M, Man Kin Tsui M, Liptrott SJ, Shash E. 2015. Medical student research: an integrated mixed-methods systematic review and meta-analysis. PLOS One. 10(6):e0127470.
   PubMed Web of Science ®Google Scholar
• Back DA, Behringer F, Harms T, Plener J, Sostmann K, Peters H. 2015. Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools. BMC Med Educ. 15(1):1–9.
   PubMedGoogle Scholar
• Berg GA. 2008. Distance learning | education | Britannica; [accessed 2020 Aug 7]. https://www.britannica.com/topic/distance-learning.
   Google Scholar
• Chandrashekar P. 2018. Do mental health mobile apps work: evidence and recommendations for designing high-efficacy mental health mobile apps. Mhealth. 4:6–6.
   PubMedGoogle Scholar
• Chang A, Chou CL, Teherani A, Hauer KE. 2011. Clinical skills-related learning goals of senior medical students after performance feedback. Med Educ. 45(9):878–885.
   PubMed Web of Science ®Google Scholar
• Chen NS, Ko HS, Kinshuk, Lin T. 2005. A model for synchronous learning using the Internet. Innovat Educ Teach Int. 42(2):181–194.
   Web of Science ®Google Scholar
• Croft N, Dalton A, Grant M. 2010. Overcoming isolation in distance learning: building a learning community through time and space. J Educ Built Environ. 5(1):27–64.
   Google Scholar
• Cumming A, Ross M. 2007. The Tuning Project for Medicine–learning outcomes for undergraduate medical education in Europe. Med Teach. 29(7):636–641.
   PubMed Web of Science ®Google Scholar
• Davies H, Hall DMB, Harpin V, Pullan C. 2005. The role of distance learning in specialist medical training. Arch Dis Child. 90(3):279–283.
   PubMed Web of Science ®Google Scholar
• Dobson JL. 2012. Effect of uniform versus expanding retrieval practice on the recall of physiology information. Adv Physiol Educ. 36(1):6–12.
   PubMed Web of Science ®Google Scholar
• Dost S, Hossain A, Shehab M, Abdelwahed A, Al-Nusair L. 2020. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open. 10(11):e042378–10.
   Web of Science ®Google Scholar
• Duvivier RJ, van Geel K, van Dalen J, Scherpbier AJJA, van der Vleuten CPM. 2012. Learning physical examination skills outside timetabled training sessions: what happens and why? Adv Health Sci Educ Theory Pract. 17(3):339–355.
   PubMed Web of Science ®Google Scholar
• Ebrahimi A, Ebrahimi S, Ashkani Esfahani S. 2020. How COVID-19 pandemic can lead to promotion of remote medical education and democratization of education? J Adv Med Educ Prof. 8(3):144–145.
   PubMedGoogle Scholar
• Epstein DA, Avrahami D, Biehl JT. 2016. Taking 5: work-breaks, productivity, and opportunities for personal informatics for knowledge workers. In Conference on Human Factors in Computing Systems – Proceedings; New York, NY, USA: Association for Computing Machinery. p. 673–684.
   Google Scholar
• Fleming ND, Mills C. 1992. Not another inventory, rather a catalyst for reflection. To Improve Acad. 11(1):137–155.
   Google Scholar
• Frehywot S, Vovides Y, Talib Z, Mikhail N, Ross H, Wohltjen H, Bedada S, Korhumel K, Koumare AK, Scott J, et al. 2013. E-learning in medical education in resource constrained low- and middle-income countries . Hum Resour Health. 11(4):4–15.
   PubMedGoogle Scholar
• Galinsky T, Swanson N, Sauter S, Dunkin R, Hurrell J, Schleifer L. 2007. Supplementary breaks and stretching exercises for data entry operators: a follow-up field study. Am J Ind Med. 50(7):519–527.
   PubMed Web of Science ®Google Scholar
• General Medical Council. 2013. Good practice in research and Consent to research. www.gmc-uk.org/guidance.
   Google Scholar
• General Medical Council. 2018. Outcomes for graduates 2018. https://www.gmc-uk.org/-/media/documents/dc11326-outcomes-for-graduates-2018_pdf-75040796.pdf.
   Google Scholar
• Hanad A, Mohammed A, Hussein E. 2020. COVID-19 and medical education. Lancet Infect Dis. 20(7):777–778.
   PubMed Web of Science ®Google Scholar
• Harden RM, Hart IR. 2002. An international virtual medical school (IVIMEDS): the future for medical education? Med Teach. 24(3) :261–267.
   PubMed Web of Science ®Google Scholar
• Karpicke JD, Bauernschmidt A. 2011. Spaced retrieval: absolute spacing enhances learning regardless of relative spacing. J Exp Psychol Learn Mem Cogn. 37:1250–1257.
   PubMed Web of Science ®Google Scholar
• Kharb P, Samanta PP, Jindal M, Singh V. 2013. The learning styles and the preferred teaching-learning strategies of first year medical students. J Clin Diagn Res. 7(6):1089–1092.
   PubMedGoogle Scholar
• Liason Committee on Medical Education. 2020. Functions and structure of a medical school standards for accreditation of medical education programs leading to the MD degree. https://med-prod.med.wmich.edu/sites/default/files/2015-16_Functions-and-Structure-2015-6-16.pdf.
   Google Scholar
• Manns JR, Hopkins RO, Reed JM, Kitchener EG, Squire LR. 2003. Recognition memory and the human hippocampus. Neuron. 37(1):171–180.
   PubMed Web of Science ®Google Scholar
• Masic I. 2008. E-learning as new method of medical education. Acta Inform Med. 16(2):102–117.
   PubMedGoogle Scholar
• Medical Council of India. (1997). Medical council of India regulations on graduate medical education. https://www.mciindia.org/CMS/wp-content/uploads/2017/10/GME_REGULATIONS-1.pdf.
   Google Scholar
• Moore JL, Dickson-Deane C, Galyen K. 2011. E-Learning, online learning, and distance learning environments: are they the same? Internet High Educ. 14(2):129–135.
   Web of Science ®Google Scholar
• Mukhtar K, Javed K, Arooj M, Sethi A. 2020. Advantages, limitations and recommendations for online learning during covid-19 pandemic era. Pak J Med Sci. 36(COVID19-S4):S27–S31.
   PubMed Web of Science ®Google Scholar
• Ni AY. 2013. Comparing the effectiveness of classroom and online learning: teaching research methods. J Public Aff Educ. 19(2):199–215.
   Google Scholar
• O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, Mcgrath D. 2018. Barriers and solutions to online learning in medical education – an integrative review. El Día Médico. 20(22):832–834.
   Google Scholar
• Ojeh N, Sobers-Grannum N, Gaur U, Udupa A, Majumder AA. 2017. Learning style preferences: a study of pre-clinical medical students in Barbados. J Adv Med Educ Prof. 5(185):186.
   Google Scholar
• Orientale E, Kosowicz L, Alerte A, Pfeiffer C, Harrington K, Palley J, Brown S, Sapieha-yanchak T. 2008. Using web-based video to enhance physical examination skills in medical students. Fam Med. 40:471–476.
   Google Scholar
• Roberts LC, Osborn-Jenkins L. 2021. Delivering remote consultations: talking the talk. Musculoskelet Sci Pract. 52(July):102275.
   PubMedGoogle Scholar
• Roediger H, Karpicke J. 2006. The power of testing memory basic research and implications for educational practice. Perspect Psychol Sci. 1(3):181–210.
   PubMedGoogle Scholar
• Rudland J, Wilkinson T, Smith-Han K, Thompson-Fawcett M. 2008. “You can do it late at night or in the morning. You can do it at home, I did it with my flatmate.” The educational impact of an OSCE. Med Teach. 30(2):206–211.
   PubMed Web of Science ®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
• Sackett DL. 1997. Evidence-based medicine. Semin Perinatol. 21(1):3–5.
   PubMed Web of Science ®Google Scholar
• Shepard E, Thomas J, C, Douglas K. 1996. Flexible work hours and productivity: some evidence from the pharmaceutical industry. Indust Relat. 35(1):123–139.
   Web of Science ®Google Scholar
• Singh K, Katyal R, Singh A, Joshi H, Chandra S. 2016. Assessment of effectiveness of small group teaching among medical students. J Contemp Med Edu. 4(4):145.
   Google Scholar
• Steinert Y. 1996. Twelve tips for effective small-group teaching in the health professions. Med Teach. 18(3) :203–207.
   Web of Science ®Google Scholar
• Thorp AA, Kingwell BA, Owen N, Dunstan DW. 2014. Breaking up workplace sitting time with intermittent standing bouts improves fatigue and musculoskeletal discomfort in overweight/obese office workers. Occup Environ Med. 71(11):765–771.
   PubMed Web of Science ®Google Scholar
• Utama MR, Levani Y, Paramita AL. 2020. Medical students’ perspectives about distance learning during the diabetes insipidus in patients with traumatic severe brain injury. Qanun Medika. 4(2):255–264.
   Google Scholar
• Walsh K. 2015. Mobile learning in medical education: review. Ethiop J Health Sci. 25(4):363–366.
   PubMed Web of Science ®Google Scholar
• Wegge J. 2006. Communication via videoconference: Emotional and cognitive consequences of affective personality dispositions, seeing one’s own picture, and disturbing events. Human-Comp Interaction. 21(3):273–318.
   Web of Science ®Google Scholar
• Won M, Yoon H, Treagust DF. 2014. Students’ learning strategies with multiple representations: explanations of the human breathing mechanism. Sci Ed. 98(5):840–866.
   Web of Science ®Google Scholar