Breaking down barriers to medical e-learning

Kononowicz, Andrzej A.; Hege, Inga

doi:10.1515/bams-2015-0012

Cited by 1 publication

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even before the pandemic, it was known that the implementation of e-learning at a university involves a number of barriers (Kononowicz & Hege, 2015). Some of them are real, while others are only illusions upheld on the basis of certain established traditions and resistance to the effort re-quired for change.…”

Section: Final Conclusion and Challengesmentioning

confidence: 99%

E-learning Practice at Medical Universities in Poland in the Perspective of the SARS-CoV-2 Pandemic

Leszczyński

Roszak

Binkowska

et al. 2020

Studies in Logic, Grammar and Rhetoric

Self Cite

View full text Add to dashboard Cite

The epidemiological situation resulting from the SARS-CoV-2 pandemic caused the Polish universities to fully switch to distance education in March 2020. Medical e-learning has not yet been broadly implemented into the education process. Therefore, examples of successful e-learning implementations or the organization of the process of medical e-learning offer a valuable source of knowledge today, which is needed immediately. The article presents e-learning practices at the Polish medical universities during the SARS-CoV-2 epidemic during the period from March to September 2020, covering seven universities in Poland that offer medical and health studies. The organization and implementation of e-learning classes is presented, including knowledge evaluation practices, providing example decisions issued by university rectors, on which the teaching process was based. A detailed presentation of the schools’ organizational units or workgroups that played an important role in the process of coordination of measures supporting e-education is also included. The article also presents a description of the software applications, utilities, and services used at the schools in the course of the process of online education. Below are some examples of specific such implementations in selected university courses.

show abstract

Section: Final Conclusion and Challengesmentioning

confidence: 99%