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• W4206194154 abstract "The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education.This study aimed to explore medical students' perspectives on the application of e-learning in medical education during the COVID-19 pandemic.This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from least agree to most agree.Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic.The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching." @default.
• W4206194154 created "2022-01-26" @default.
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• W4206194154 date "2021-11-26" @default.
• W4206194154 modified "2023-09-28" @default.
• W4206194154 title "Exploring the perspectives of medical students on application of e-learning in medical education during the COVID-19 pandemic" @default.
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• W4206194154 doi "https://doi.org/10.3233/wor-205339" @default.
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