Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Figures & data

Figure 1. Faculties of medicine and included teachers, students and trainees in the countries of the former Yugoslavia.

*Two students did not answer the question about the location of their University.

Table 1. Themes and sub-themes for students and teachers.

Theme	Subtheme - students	Subtheme - teachers
1. Facilitators of the transition to distance education	Infrastructure and equipment Training in online classes Previous online experience Adaptation of teaching program Faculty support Well organised teaching schedule Teaching materials available in advance Structured web page Collaboration with teachers	Infrastructure and equipment Training in adapting teaching Timely, individualised training in technology use Faculty support Collaboration among teachers
2. Innovations for enhancing distance education	Accessing online sources of information during class New platform tools New online tools Virtual conferences, webinars	Adding online resources to presentations New platform tools Online chat and communication Online surveys
3. Convenience of distance education	Technology for emergencies Less tiring, more relaxing, easier Better time organisation Accessible learning materials Internationalisation of lectures	Technology for emergencies Better time organisation Alignment with clinical work Able to reach a larger number of students Internationalisation of teaching New tools
4. Classical teaching for better communication	Better interaction among students and with teachers Better student motivation and concentration Better quality of teaching Positive effect on learning Positive effect on social skills Positive effect on society Positive effect on personal health	Better communication with students Easier to motivate students Better adherence to timetable Less technology needed Suitable for teaching practical skills Better small group dynamics
5. The future of distance education	Prerecorded lectures and other accessible teaching materials Lectures and seminars Use of online teaching aids Online consultations with professors	Pre-recorded lectures and videos of clinical skills Lectures for larger audiences Student online preparation Innovative teaching techniques Communication with students International lectures Online small groups meetings Online teaching for students in distant clinics
6. Reaching learning outcomes		Knowledge objectives achievable Mixed experience for teaching attitudes Less suitable for teaching skills Re-definition of learning goals and teaching objectives needed
7. Teachers’ experience of online assessment		Reliable online oral assessment Less reliable written assessment Not suitable for assessment of skills Quick analysis of written exams Demanding digitalisation and preparation