Transitioning from face-to-face to distance education. Part 1: A cross-sectional study in the former Yugoslavia during COVID-19

References

• World Health Organization. WHO director-General’s opening remarks at the media briefing on COVID-19-11 March 2020 [Internet]. Geneva: Switzerland; 2020. [cited 2023 Nov 12]. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19–-11-march-2020.
   Google Scholar
• Gordon M, Patricio M, Horne L, et al. Developments in medical education in response to the COVID-19 pandemic: a rapid BEME systematic review: BEME guide no. 63. Med Teach. 2020;42(11):1–8. doi: 10.1080/0142159X.2020.1807484.
   PubMed Web of Science ®Google Scholar
• Michels NRM, Scherpbier N, Karppinen H, et al. Do you know how COVID-19 is changing general practice/family medicine education? Educ Prim Care. 2020;31(3):196–197. doi: 10.1080/14739879.2020.1755609.
   PubMed Web of Science ®Google Scholar
• Rose S. Medical student education in the time of COVID-19. J A m Med Assoc. 2020;323(21):2131–2132. doi: 10.1001/jama.2020.5227.
   PubMed Web of Science ®Google Scholar
• Windak A, Frese T, Hummers E, et al. Academic general practice/family medicine in times of COVID-19– perspective of WONCA Europe. Eur J Gen Pract. 2020;26(1):182–188. doi: 10.1080/13814788.2020.1855136.
   PubMed Web of Science ®Google Scholar
• de Nooijer J, Schneider F, Verstegen DM. Optimizing collaborative learning in online courses. Clin Teach. 2021;18(1):19–23. doi: 10.1111/tct.13243.
   PubMed Web of Science ®Google Scholar
• O'Doherty D, Dromey M, Lougheed J, et al. Barriers and solutions to online learning in medical education – an integrative review. BMC Med Educ. 2018;18(1):130. doi: 10.1186/s12909-018-1240-0.
   PubMed Web of Science ®Google Scholar
• Vallée A, Blacher J, Cariou A, et al. Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. J Med Internet Res. 2020;22(8):e16504. doi: 10.2196/16504.
   PubMed Web of Science ®Google Scholar
• Herrmann-Werner A, Erschens R, Zipfel S, et al. Medical education in times of COVID-19: survey on teachers’ perspectives from a German medical faculty. GMS J Med Educ. 2021;38(5):Doc93.
   PubMed Web of Science ®Google Scholar
• Petek D, Kolšek M, Petek Šter M, et al. Undergraduate online teaching of family medicine during the epidemic with SARS-CoV-2. ZdravVestn. 2021;90(11–12):575–586. doi: 10.6016/ZdravVestn.3136.
   Google Scholar
• Puljak L, Čivljak M, Haramina A, et al. Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: a survey. BMC Med Educ. 2020;20(1):416. doi: 10.1186/s12909-020-02343-7.
   PubMed Web of Science ®Google Scholar
• Zakarija-Grković I, Cerovečki V, Vrdoljak D. Partial adoption of ‘minimal core curriculum’ in undergraduate teaching of family medicine: a cross-sectional study among Central and South-Eastern European medical schools. Eur J Gen Pract. 2018;24(1):155–159. doi: 10.1080/13814788.2018.1464555.
   PubMed Web of Science ®Google Scholar
• Junod Perron N, Dominicé Dao M, Rieder A, et al. Online synchronous clinical communication training during the covid-19 pandemic. Adv Med Educ Pract. 2020;11:1029–1036. doi: 10.2147/AMEP.S286552.
   PubMed Web of Science ®Google Scholar
• Li W, Gillies R, He M, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and Middle-income countries and their teaching staff. Hum Resour Health. 2021;19(1):64. doi: 10.1186/s12960-021-00609-9.
   PubMed Web of Science ®Google Scholar
• Li S, Zhang C, Liu Q, et al. E-learning during COVID-19: perspectives and experiences of the faculty and students. BMC Med Educ. 2022;22(1):328. doi: 10.1186/s12909-022-03383-x.
   PubMed Web of Science ®Google Scholar
• Fitzgerald DA, Scott KM, Ryan MS. Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic. Eur J Pediatr. 2022;181(2):447–452. doi: 10.1007/s00431-021-04149-1.
   PubMed Web of Science ®Google Scholar
• Žuljević MF, Jeličić K, Viđak M, et al. Impact of the first COVID-19 lockdown on study satisfaction and burnout in medical students in split, Croatia: a cross-sectional presurvey and postsurvey. BMJ Open. 2021;11(6):e049590. doi: 10.1136/bmjopen-2021-049590.
   PubMed Web of Science ®Google Scholar
• Petek D, Zakarija-Grković I, Stepanović A, et al. Transitioning from face-to-face to distance education. Part II: A qualitative study in the Former Yugoslavia during COVID-19. Eur J Gen Pract. 2023;1.
   Google Scholar
• Simmenroth A, Karppinen H. European education requirements for the undergraduate general practice/family medicine curriculum. 2020. [cited 2023 Nov 12]. https://euract.woncaeurope.org/sites/euractdev/files/documents/publications/others/bmeeducation-requirements-151220finalwith-we.pdf.
   Google Scholar
• Michels NRM, Maagaard R, Buchanan J, et al. Educational training requirements for general practice/family medicine specialty training: recommendations for trainees, trainers and training institutions. Educ Prim Care. 2018;29(6):322–326. doi: 10.1080/14739879.2018.1517391.
   PubMed Web of Science ®Google Scholar
• Khalil R, Mansour AE, Fadda WA, et al. The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Med Educ. 2020;20(1):285. doi: 10.1186/s12909-020-02208-z.
   PubMed Web of Science ®Google Scholar
• Dost S, Hossain A, Shehab M, et al. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open. 2020;10(11):e042378. doi: 10.1136/bmjopen-2020-042378.
   PubMed Web of Science ®Google Scholar
• Förster C, Eismann-Schweimler J, Stengel S, et al. Opportunities and challenges of e-learning in vocational training in general practice – a project report about implementing digital formats in the KWBW-Verbundweiterbildungplus. GMS J Med Educ. 2020;37(7):Doc97.
   PubMed Web of Science ®Google Scholar
• Joseph JP, Joseph AO, Conn G, et al. COVID-19 pandemic-medical education adaptations: the power of students, staff and technology. Med Sci Educ. 2020;30(4):1355–1356. doi: 10.1007/s40670-020-01038-4.
   PubMedGoogle Scholar
• Afzal B, Mumtaz N, Shakil Ur Rehman S, et al. Teaching strategies for rehabilitation curriculum: coping with the covid-19 situation. J Pak Med Assoc. 2022;72(5):935–939. doi: 10.47391/JPMA.4220.
   PubMed Web of Science ®Google Scholar
• Khan RA, Jawaid M. Technology enhanced assessment (TEA) in COVID 19 pandemic. Pak J Med Sci. 2020;36:S108–S110. doi: 10.12669/pjms.36.COVID19-S4.2795.
   PubMed Web of Science ®Google Scholar
• Fuller R, Goddard VCT, Nadarajah VD, et al. Technology enhanced assessment: Ottawa consensus statement and recommendations. Med Teach. 2022;44(8):836–850. doi: 10.1080/0142159X.2022.2083489.
   PubMed Web of Science ®Google Scholar
• Motte-Signoret E, Labbé A, Benoist G, et al. Perception of medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional survey of online teaching. Med Educ Online. 2021;26(1):1919042.
   PubMed Web of Science ®Google Scholar
• Moya-Plana A, Tselikas L, Lambotte O, et al. Postgraduate oncology educational shifts during the COVID-19 pandemic: results of faculty and medical student surveys. ESMO Open. 2022;7(2):100451. doi: 10.1016/j.esmoop.2022.100451.
   PubMed Web of Science ®Google Scholar