E Archer, A M S Schmutz, M Volschenk, C Jacobs
How the mapping of threshold concepts across a master's programme in health professions education could support the development of mastersness
BMC medical education
global spread coronavirus disease covid19 led use online teaching methods universities effect online education dermatology teaching remains unclear designed multidimensional teaching evaluation form data collection student teaching feedback evaluation assessed scores final theoretical clinical skill tests compare effective difference online offline teaching dermatology total 311 valid questionnaires medical undergraduates collected 116 enrolled offline learning 195 online learning average score final theoretical test online teaching group significant difference compared offline teaching group 7533 737 vs7563 751 p 0734 however scores skin lesion recognition test medical history collection test online teaching group significantly lower offline teaching group 653 086 vs 710 111 p 0001 670 116 vs 762 085 p 0001 additionally scores understanding skin lesions online teaching group significantly lower offline group p 0001 scores overall understanding skin diseases evaluating learning mode online teaching group also decreased p 005 among 195 students enrolled online learning group 156 students 800 recognized time offline teaching increased online offline education used dermatology theory teaching online education less efficient skin lesion practical skills learning online teaching software skin diseases characteristic developed improve online teaching effect