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d
e
r
e
co
r
d
e
d
l
ec
tu
r
es
,
o
n
li
n
e
m
at
er
ials
,
a
n
d
d
is
cu
s
s
io
n
b
o
a
r
d
s
t
o
s
tu
d
e
n
ts
s
o
t
h
e
y
ca
n
t
a
k
e
p
ar
t
a
t
th
ei
r
o
w
n
l
eis
u
r
e
.
I
t
s
u
p
p
o
r
ts
f
l
ex
ib
le
le
a
r
n
in
g
a
n
d
ac
c
o
m
m
o
d
ates
v
a
r
i
o
u
s
s
ch
e
d
u
les
;
i
ii
)
c
o
lla
b
o
r
at
iv
e
in
s
tr
u
c
tio
n
:
t
h
r
o
u
g
h
o
n
li
n
e
ca
s
e
s
t
u
d
i
es,
v
i
r
t
u
al
tea
m
p
r
o
je
cts
,
a
n
d
c
o
o
p
er
ati
v
e
d
o
c
u
m
e
n
t
u
p
d
ati
n
g
,
t
h
is
s
tr
ate
g
y
em
p
h
asi
ze
s
s
t
u
d
e
n
t
tea
m
w
o
r
k
a
n
d
co
lla
b
o
r
at
io
n
.
I
t
p
r
o
m
o
tes
c
o
ll
a
b
o
r
a
ti
o
n
,
c
r
it
i
ca
l
t
h
i
n
k
i
n
g
,
a
n
d
c
o
m
m
u
n
i
ca
t
i
o
n
.
L
ea
r
n
in
g
o
n
li
n
e
d
e
m
a
n
d
s
in
te
r
n
et
,
lea
r
n
i
n
g
m
at
er
i
al
a
cc
ess
,
v
ir
t
u
al
c
o
m
m
u
n
ic
ati
o
n
s
w
it
h
co
-
l
ea
r
n
e
r
s
,
a
n
d
s
e
ek
i
n
g
s
u
p
p
o
r
t
f
r
o
m
th
e
i
n
s
t
r
u
ct
o
r
f
o
r
a
ch
ie
v
i
n
g
t
h
e
d
esi
r
e
d
le
a
r
n
in
g
o
u
t
co
m
e
[
4
]
.
I
n
o
n
li
n
e
le
a
r
n
in
g
,
t
h
e
i
n
s
t
r
u
cto
r
’
s
r
o
le
is
c
r
u
ci
al
in
th
e
s
u
c
ce
s
s
o
f
o
n
li
n
e
te
ac
h
i
n
g
.
F
ac
ilit
ati
n
g
t
h
e
i
n
t
er
ac
t
io
n
s
,
p
r
o
v
i
d
i
n
g
h
i
g
h
er
m
o
t
iv
ati
o
n
an
d
e
n
g
a
g
i
n
g
t
h
e
s
tu
d
e
n
ts
a
r
e
t
h
e
i
m
p
o
r
t
an
t i
n
s
t
r
u
ct
o
r
tr
aits
f
o
r
a
s
u
cc
ess
f
u
l
o
n
l
in
e
m
e
d
ic
al
te
ac
h
i
n
g
[
5
]
.
R
esear
ch
er
s
in
ter
v
iewe
d
awa
r
d
win
n
in
g
teac
h
in
g
f
ac
u
lty
to
id
en
tify
th
e
d
esira
b
le
o
n
lin
e
in
s
tr
u
cto
r
s
teac
h
in
g
s
ty
les
f
o
r
a
s
u
cc
ess
f
u
l
o
n
lin
e
lear
n
in
g
,
b
u
t
th
er
e
is
p
au
city
o
f
s
tu
d
ies
wh
eth
er
th
e
f
ac
u
lty
p
er
ce
p
tio
n
o
f
th
eir
r
o
les
ar
e
s
am
e
as
th
at
o
f
th
e
s
tu
d
en
t’
s
p
er
ce
p
tio
n
s
.
Su
r
v
ey
s
,
q
u
esti
o
n
n
air
es,
an
d
in
ter
v
iews
ar
e
f
r
eq
u
e
n
tly
u
s
ed
as
m
ea
s
u
r
in
g
to
o
ls
wh
en
ev
alu
ati
n
g
teac
h
i
n
g
m
eth
o
d
s
in
o
n
lin
e
ed
u
ca
tio
n
.
T
h
ese
test
s
aim
to
ev
alu
ate
h
o
w
well
s
tu
d
e
n
ts
t
h
in
k
t
h
eir
teac
h
er
s
ar
e
d
o
in
g
th
eir
jo
b
s
,
as
well
as
t
h
eir
le
v
el
o
f
en
g
ag
em
e
n
t,
co
n
ten
tm
en
t,
a
n
d
o
v
er
all
lea
r
n
in
g
r
esu
lts
.
Similar
m
ea
s
u
r
es
ca
n
b
e
u
s
ed
to
m
ea
s
u
r
e
f
ac
u
lty
m
em
b
er
s
’
o
p
in
io
n
s
in
o
r
d
e
r
to
co
m
p
r
e
h
e
n
d
th
eir
b
elief
s
,
attitu
d
es,
an
d
th
o
u
g
h
ts
ab
o
u
t th
eir
d
u
ties
as o
n
lin
e
teac
h
er
s
[
6
]
.
Sev
er
al
s
tu
d
ies
h
av
e
f
o
cu
s
ed
o
n
m
icr
o
b
i
o
lo
g
y
ed
u
ca
tio
n
,
p
a
r
ticu
lar
ly
ex
am
in
in
g
th
e
ef
f
ec
t
iv
en
ess
o
f
b
len
d
ed
lea
r
n
in
g
ap
p
r
o
ac
h
es
t
h
at
co
m
b
in
e
o
n
lin
e
an
d
f
ac
e
-
to
-
f
ac
e
p
r
ac
tical
s
ess
io
n
s
.
On
e
s
tu
d
y
in
v
esti
g
ated
s
tu
d
en
t
p
r
ef
e
r
en
ce
s
an
d
en
g
ag
em
en
t
in
a
m
icr
o
b
i
o
lo
g
y
u
n
it
u
s
in
g
b
o
t
h
q
u
an
titativ
e
(
q
u
esti
o
n
n
air
e
d
ata
f
r
o
m
7
2
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
)
an
d
q
u
alitativ
e
m
eth
o
d
s
,
f
in
d
in
g
th
at
a
m
ajo
r
ity
o
f
s
tu
d
en
ts
f
av
o
r
e
d
a
co
m
b
in
atio
n
o
f
f
ac
e
-
to
-
f
ac
e
a
n
d
o
n
li
n
e
s
ess
io
n
s
[
7
]
.
An
o
th
e
r
s
tu
d
y
,
c
o
n
d
u
cted
in
th
e
USA,
h
ig
h
lig
h
ted
s
tr
o
n
g
s
tu
d
en
t su
p
p
o
r
t
f
o
r
b
len
d
ed
d
ig
ital
an
d
in
-
p
e
r
s
o
n
lab
o
r
ato
r
y
ac
tiv
ities
in
u
n
d
er
g
r
ad
u
ate
m
ed
ical
ed
u
ca
tio
n
[
8
]
.
Fin
ally
,
a
s
tu
d
y
o
n
n
o
n
s
cien
ce
m
ajo
r
s
'
m
icr
o
b
io
lo
g
y
co
u
r
s
es
ev
al
u
ated
th
e
ef
f
ec
tiv
e
n
ess
o
f
a
n
o
n
lin
e
m
icr
o
b
io
lo
g
y
co
u
r
s
e
co
m
p
ar
ed
to
tr
a
d
itio
n
al
f
ac
e
-
to
-
f
ac
e
co
u
r
s
es,
f
in
d
i
n
g
co
m
p
ar
ab
le
ac
ad
em
ic
o
u
t
co
m
es
an
d
p
o
s
itiv
e
s
tu
d
en
t
ev
alu
atio
n
s
ac
r
o
s
s
b
o
t
h
f
o
r
m
ats
[
9
]
.
T
h
ese
s
tu
d
ies
co
llectiv
ely
u
n
d
er
s
co
r
e
th
e
g
r
o
win
g
in
ter
est
an
d
p
o
s
itiv
e
o
u
tco
m
es
ass
o
ciate
d
with
in
teg
r
atin
g
o
n
lin
e
co
m
p
o
n
en
ts
in
to
m
icr
o
b
io
lo
g
y
ed
u
ca
tio
n
to
en
h
a
n
ce
lear
n
in
g
ex
p
er
ien
ce
s
wh
ile
ad
d
r
ess
in
g
b
u
d
g
et
co
n
s
tr
ain
ts
.
Ho
w
ev
er
,
t
h
e
r
e
a
r
e
in
s
u
f
f
ici
en
t
s
t
u
d
ies
o
n
s
tu
d
en
ts
'
a
n
d
f
a
c
u
l
ty
'
s
p
e
r
c
e
p
ti
o
n
s
o
f
o
n
li
n
e
tea
c
h
i
n
g
s
t
y
l
es
an
d
s
t
u
d
en
t
en
g
ag
em
e
n
t
in
o
n
l
in
e
c
lass
es.
Gi
v
e
n
t
h
e
m
a
n
d
at
o
r
y
s
h
if
t
to
o
n
li
n
e
te
ac
h
i
n
g
d
u
r
i
n
g
t
h
e
C
OV
I
D
-
1
9
lo
c
k
d
o
w
n
p
e
r
i
o
d
,
B
as
ic
Sci
en
ce
s
De
p
a
r
t
m
e
n
ts
at
K
ak
ati
y
a
Me
d
ic
al
C
o
l
le
g
e
i
n
S
o
u
t
h
I
n
d
i
a
d
e
ci
d
e
d
to
d
el
iv
e
r
co
n
t
en
t
o
n
l
in
e
t
o
l
ar
g
e
g
r
o
u
p
s
o
f
n
o
v
ic
e
s
t
u
d
e
n
ts
u
s
i
n
g
a
m
i
x
o
f
ac
t
iv
e
a
n
d
p
ass
i
v
e
te
a
ch
i
n
g
m
et
h
o
d
s
.
T
h
e
p
r
ese
n
t
s
tu
d
y
h
y
p
o
t
h
es
izes
t
h
at
s
t
u
d
e
n
ts
a
n
d
f
a
cu
lt
y
p
er
ce
i
v
e
in
te
r
ac
ti
v
e
o
n
li
n
e
te
ac
h
i
n
g
s
ty
l
es
i
n
l
ab
-
b
as
ed
s
u
b
je
cts
li
k
e
m
ic
r
o
b
i
o
l
o
g
y
p
o
s
iti
v
el
y
a
n
d
t
h
a
t
th
ese
m
et
h
o
d
s
ef
f
e
cti
v
e
ly
e
n
g
a
g
e
s
t
u
d
e
n
ts
.
2.
M
E
T
H
O
D
T
h
is
is
a
d
escr
ip
tiv
e
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
-
b
ased
s
tu
d
y
.
Sa
m
p
lin
g
was
a
co
n
v
en
ien
ce
s
am
p
lin
g
b
y
s
en
d
in
g
th
e
q
u
esti
o
n
n
air
e
to
all
th
e
f
ir
s
t,
s
ec
o
n
d
y
ea
r
m
e
d
ical
u
n
d
er
g
r
ad
u
ates
an
d
b
asic
s
cien
ce
s
teac
h
in
g
f
ac
u
lty
.
T
h
e
r
esp
o
n
d
ed
p
ar
ticip
an
ts
,
4
4
0
,
was o
u
r
s
am
p
le
s
iz
e.
All
m
ale
an
d
f
em
ale
f
ir
s
t
a
n
d
s
ec
o
n
d
-
y
ea
r
u
n
d
er
g
r
ad
u
ate
m
ed
ical
(
MBB
S)
s
tu
d
en
ts
an
d
f
ac
u
lty
in
v
o
lv
ed
in
b
asic
s
cien
ce
s
te
ac
h
in
g
i
n
o
u
r
in
s
titu
te
wer
e
r
ec
r
u
ited
a
f
ter
o
b
tain
in
g
th
ei
r
wr
itten
in
f
o
r
m
ed
co
n
s
en
t.
T
h
e
to
tal
n
u
m
b
e
r
o
f
p
ar
ticip
an
ts
r
ec
r
u
ited
was
5
8
3
o
f
wh
ich
5
0
8
wer
e
s
tu
d
en
ts
a
n
d
7
5
wer
e
f
ac
u
lty
.
T
h
e
n
u
m
b
er
o
f
p
ar
ticip
an
ts
r
e
s
p
o
n
d
ed
was
4
4
0
(
7
5
.
4
7
%),
o
f
wh
ich
3
9
2
wer
e
s
tu
d
e
n
ts
an
d
4
8
wer
e
f
ac
u
lty
.
Ou
t
o
f
4
4
0
p
ar
ticip
an
ts
wh
o
c
o
m
p
leted
th
e
s
tu
d
y
,
2
7
5
(
6
2
.
5
%)
wer
e
f
em
ale
a
n
d
1
6
6
(
3
7
.
5
%)
wer
e
m
ale.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
Kak
at
iy
a
Me
d
ical
C
o
lleg
e,
W
ar
an
g
a
l,
So
u
th
I
n
d
ia.
T
h
e
s
tu
d
y
p
er
io
d
was
f
r
o
m
Ma
r
c
h
2
0
2
0
t
o
Ap
r
il
2
0
2
1
(
1
2
m
o
n
t
h
s
)
an
d
d
ata
co
llectio
n
was
f
r
o
m
J
u
ly
2
0
2
1
to
N
o
v
em
b
e
r
2
0
2
1
a
f
ter
eth
ical
b
o
ar
d
a
p
p
r
o
v
al
(
I
R
B
o
f
Kak
atiy
a
Me
d
ical
C
o
lleg
e
Ap
p
r
o
v
al
No
.
E
C
R
/8
4
0
/I
n
s
t/TG/2
0
1
6
/R
R
/2
0
/1
2
)
.
T
h
e
y
ea
r
ly
in
tak
e
o
f
m
ed
ical
u
n
d
er
g
r
ad
u
ates
is
2
5
0
in
Ka
k
atiy
a
Me
d
ical
C
o
lleg
e,
a
g
o
v
er
n
m
en
t
m
ed
ical
co
lleg
e
h
av
i
n
g
1
,
2
0
0
b
ed
s
tr
en
g
th
ca
ter
i
n
g
m
ed
ica
l
ca
r
e
to
o
n
e
m
illi
o
n
p
atien
ts
f
r
o
m
s
u
r
r
o
u
n
d
in
g
ar
ea
s
in
o
n
e
o
f
t
h
e
s
o
u
t
h
I
n
d
ia
n
s
tates.
Du
r
in
g
th
e
lo
ck
d
o
wn
p
er
io
d
o
f
C
OVI
D
-
1
9
,
o
n
lin
e
teac
h
in
g
v
ia
Z
o
o
m
was
p
lan
n
ed
f
o
r
a
lar
g
e
g
r
o
u
p
o
f
s
tu
d
en
ts
in
b
asic
s
cien
ce
s
,
f
r
o
m
Ma
r
ch
2
0
2
0
to
Ap
r
il
2
0
2
1
.
Stu
d
e
n
ts
atten
d
ed
th
e
o
n
lin
e
class
es
v
ia
Z
o
o
m
.
L
iv
e
s
tr
ea
m
in
g
o
f
teac
h
in
g
was
d
o
n
e
b
y
d
is
cu
s
s
in
g
th
e
co
n
ce
p
ts
u
s
in
g
a
p
o
wer
p
o
in
t
p
r
esen
tatio
n
a
n
d
lab
-
b
ased
p
r
o
ce
d
u
r
es
lik
e
g
r
am
s
tain
in
g
,
ag
ar
p
latin
g
,
an
d
h
a
n
g
in
g
d
r
o
p
ex
p
er
im
en
t
wer
e
eith
e
r
liv
e
te
leca
s
ted
o
r
s
h
o
wn
v
id
eo
s
t
h
at
wer
e
tak
en
in
r
ea
l
-
tim
e
b
y
th
e
teac
h
in
g
f
ac
u
lty
in
th
e
u
n
iv
er
s
ity
lab
s
.
T
h
e
f
ac
u
lty
ch
ec
k
ed
th
e
s
tu
d
en
ts
’
en
g
ag
em
en
t
b
y
ask
in
g
q
u
esti
o
n
s
r
a
n
d
o
m
ly
ca
llin
g
th
e
s
tu
d
en
ts
b
y
n
am
e
d
u
r
i
n
g
th
e
cl
ass
an
d
co
n
clu
d
i
n
g
th
e
class
with
q
u
esti
o
n
-
an
d
-
an
s
wer
s
ess
io
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
On
lin
e
tea
ch
in
g
s
tyle:
in
s
ig
h
ts
o
f fa
cu
lty
a
n
d
s
tu
d
en
ts
’
p
ers
p
ec
tives a
n
d
s
tu
d
en
t …
(
V
e
n
ka
t
a
P
a
d
ma
j
a
Go
teti
)
1297
At
th
e
en
d
o
f
o
n
e
y
ea
r
,
we
p
r
o
p
o
s
ed
to
u
n
d
e
r
s
tan
d
h
o
w
th
e
s
tu
d
en
ts
p
er
ce
iv
ed
t
h
e
teac
h
i
n
g
s
o
n
lin
e,
wh
eth
er
th
ey
m
atch
with
th
e
p
er
ce
p
tio
n
s
o
f
th
e
f
ac
u
lty
an
d
wh
at
is
th
e
s
tu
d
en
ts
’
o
n
lin
e
en
g
ag
em
e
n
t?
Af
ter
tak
in
g
th
e
c
o
lleg
e
eth
ical
b
o
ar
d
a
p
p
r
o
v
al
(
I
R
B
Ap
p
r
o
v
al
No
.
E
C
R
/8
4
0
/I
n
s
t/TG/2
0
1
6
/R
R
/2
0
/1
2
)
,
we
co
n
d
u
cte
d
an
o
n
lin
e
s
u
r
v
ey
u
s
in
g
Go
o
g
le
Fo
r
m
s
to
u
n
d
e
r
s
tan
d
s
tu
d
en
ts
’
an
d
f
ac
u
lty
’
s
p
er
ce
p
tio
n
s
o
f
th
e
f
ac
u
lty
teac
h
in
g
s
ty
le
d
u
r
in
g
th
e
o
n
lin
e
s
ess
io
n
s
.
Stu
d
en
ts
an
d
f
ac
u
lty
wh
o
we
r
e
willin
g
to
tak
e
p
a
r
t
in
th
e
s
u
r
v
ey
f
illed
o
u
t
th
e
teac
h
in
g
s
ty
le
in
v
e
n
to
r
y
(
T
SI)
q
u
esti
o
n
n
air
e
[
1
0
]
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
en
ts
an
s
wer
ed
s
tu
d
en
t
-
en
g
a
g
em
en
t
(
SE)
s
ca
le
q
u
esti
o
n
n
air
e
[
1
1
]
.
T
h
e
r
eli
ab
ilit
y
s
co
r
e
o
f
th
e
item
s
u
s
e
d
in
b
o
th
th
e
s
ca
les,
n
am
ely
T
SI
a
n
d
SE
was
g
o
o
d
with
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
o
f
0
.
8
.
T
h
e
co
r
r
esp
o
n
d
in
g
a
u
th
o
r
c
o
n
ce
p
tu
alize
d
an
d
co
llab
o
r
ated
with
Kak
atiy
a
Me
d
ical
C
o
lleg
e
,
I
n
d
ia
i
n
co
n
d
u
ctin
g
th
e
p
r
esen
t stu
d
y
.
T
h
e
r
esu
lts
wer
e
an
aly
ze
d
u
s
in
g
SP
SS
2
4
.
Descr
ip
tiv
e
s
tatis
tic
s
wer
e
u
s
ed
in
f
r
eq
u
en
cies
an
d
p
er
ce
n
tag
es
f
o
r
s
tu
d
e
n
ts
’
an
d
f
ac
u
lty
’
s
p
e
r
ce
p
tio
n
s
o
f
f
ac
u
lty
teac
h
in
g
s
ty
les
an
d
s
tu
d
en
ts
’
o
v
er
all
en
g
ag
em
e
n
t.
T
h
e
C
hi
-
s
q
u
ar
e
t
est
was
u
s
ed
to
s
tu
d
y
th
e
p
er
ce
p
tio
n
d
if
f
er
en
ce
s
b
etwe
en
s
tu
d
en
ts
an
d
f
ac
u
lt
y
o
n
f
ac
u
lty
teac
h
in
g
s
ty
les.
A
p
-
v
alu
e
less
th
an
0
.
0
5
was ta
k
e
n
as si
g
n
if
ican
t.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
5
0
8
f
ir
s
t
an
d
s
ec
o
n
d
-
y
ea
r
m
ed
ical
u
n
d
e
r
g
r
a
d
u
ates
an
d
75
b
asic
s
cien
ce
s
f
ac
u
lty
wer
e
in
v
ited
to
p
ar
ticip
ate
in
th
e
s
u
r
v
ey
,
77%
o
f
th
e
s
tu
d
e
n
ts
(
N=
3
9
2
)
an
d
64%
o
f
th
e
f
ac
u
lty
(
N=
4
8
)
an
s
wer
ed
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
co
m
p
letely
.
Fem
ale
p
ar
ticip
an
ts
f
r
o
m
s
tu
d
e
n
ts
wer
e
6
2
%
(
N=
2
4
3
)
an
d
6
7
%
(
N=
3
2
)
f
r
o
m
f
ac
u
lty
.
W
h
er
ea
s
less
p
ar
ticip
atio
n
was
o
b
s
er
v
ed
f
r
o
m
m
al
e
p
ar
ticip
an
ts
f
r
o
m
b
o
t
h
th
e
g
r
o
u
p
s
,
as
s
h
o
wn
i
n
T
ab
le
1
.
T
h
e
p
r
o
p
o
r
tio
n
o
f
th
e
s
am
p
le
s
ize
o
f
th
e
two
g
r
o
u
p
s
was c
o
m
p
ar
ab
le.
Half
o
f
th
e
s
tu
d
en
ts
,
5
3
%
(
N=
2
0
7
)
an
d
5
4
%
(
N=
2
1
3
)
,
p
e
r
ce
iv
ed
th
e
f
ac
u
lty
'
s
o
n
lin
e
teac
h
in
g
s
ty
les
wer
e
s
u
g
g
esti
v
e
an
d
ass
er
tiv
e
r
esp
ec
tiv
ely
.
W
h
er
ea
s
4
2
%
(
N=
1
6
4
)
p
e
r
ce
iv
ed
th
at
th
e
f
ac
u
lty
wer
e
co
llab
o
r
ativ
e
an
d
4
0
%
(
N=
1
5
6
)
p
er
ce
iv
ed
th
em
as
f
ac
ilit
ativ
e.
T
h
e
7
1
%
(
N=
3
4
)
o
f
th
e
f
ac
u
lty
p
er
ce
iv
ed
th
at
th
ey
wer
e
s
u
g
g
esti
v
e,
6
0
%
(
N=
2
9
)
p
er
ce
iv
e
d
th
at
th
ey
wer
e
co
llab
o
r
ativ
e,
an
d
6
2
%
(
N=
3
0
)
o
f
th
e
f
ac
u
lty
p
er
ce
p
tio
n
was
th
at
th
ey
wer
e
ass
er
tiv
e,
b
u
t
o
n
ly
5
4
%
(
N
=2
6
)
p
er
ce
i
v
ed
th
eir
teac
h
in
g
s
ty
le
as
f
ac
ilit
a
tiv
e.
W
h
en
th
e
p
er
ce
p
tio
n
d
if
f
er
e
n
ce
s
ar
e
c
o
m
p
ar
e
d
b
etwe
en
s
tu
d
en
ts
an
d
f
ac
u
lty
,
a
s
ig
n
if
ican
t
s
tatis
tical
d
if
f
er
en
ce
was
f
o
u
n
d
in
th
e
co
llab
o
r
ativ
e
teac
h
in
g
s
ty
le.
T
h
e
6
0
%
(
N=
2
9
)
o
f
th
e
f
ac
u
lty
’
s
p
er
ce
p
tio
n
o
f
th
eir
teac
h
in
g
s
ty
le
was
co
llab
o
r
at
iv
e,
b
u
t
o
n
ly
4
2
%
(
N=
1
6
4
)
o
f
th
e
s
tu
d
en
ts
p
e
r
ce
iv
ed
th
a
t
th
e
f
ac
u
lty
wer
e
co
llab
o
r
ativ
e,
th
e
d
if
f
e
r
en
ce
in
p
er
ce
p
tio
n
was statis
tica
lly
s
i
g
n
if
ican
t (
p
=0
.
0
5
)
.
T
h
o
u
g
h
th
e
r
e
wer
e
s
o
m
e
d
if
f
er
en
ce
s
in
p
er
ce
p
tio
n
o
f
f
ac
ili
tativ
e,
s
u
g
g
esti
v
e
an
d
ass
er
tiv
e
teac
h
in
g
s
ty
les
b
etwe
en
s
tu
d
en
ts
an
d
f
ac
u
lty
,
th
e
d
if
f
e
r
en
ce
is
n
o
t
s
tatis
t
ically
s
ig
n
if
ican
t.
T
h
e
5
4
%
(
N=
2
6
)
o
f
t
h
e
f
ac
u
lty
p
er
ce
iv
ed
th
at
th
ey
ar
e
f
ac
ilit
ativ
e
an
d
4
0
%
(
N=
1
5
6
)
o
f
s
tu
d
en
ts
ag
r
ee
d
t
h
at
f
ac
u
lty
ar
e
f
ac
ilit
ativ
e
(
p
=0
.
1
)
.
Similar
ly
,
7
1
%
(
N=
3
4
)
o
f
f
ac
u
lty
an
d
5
3
%
(
N=
2
0
7
)
p
er
ce
n
t
o
f
s
tu
d
e
n
ts
p
er
ce
iv
ed
th
e
f
ac
u
lty
ad
o
p
ted
a
s
u
g
g
esti
v
e
teac
h
in
g
s
ty
le
(
p
=0
7
)
an
d
a
n
ass
er
tiv
e
teac
h
in
g
s
ty
le
was
p
er
ce
iv
ed
b
y
5
4
%
(
N=
2
1
3
)
o
f
th
e
s
tu
d
en
ts
an
d
6
2
%
(
N=
3
0
)
o
f
th
e
f
ac
u
lty
(
p
=
0
.
0
6
)
,
as
s
h
o
wn
in
T
ab
le
2
.
A
to
tal
o
f
3
6
5
s
tu
d
en
ts
an
s
wer
ed
s
tu
d
en
t
en
g
ag
e
m
en
t
s
ca
le.
Of
wh
ich
1
1
2
(
3
1
%)
o
f
s
t
u
d
en
ts
wer
e
en
g
a
g
ed
wh
e
r
e
as
2
5
2
(
6
9
%)
wer
e
d
is
en
g
ag
ed
d
u
r
in
g
o
n
li
n
e
class
es a
s
p
r
esen
ted
in
Fig
u
r
e
1
.
Du
r
in
g
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic,
th
e
m
ed
ical
e
d
u
ca
tio
n
h
ad
a
s
ig
n
i
f
ican
t
s
h
if
t
to
wa
r
d
s
o
n
lin
e
lear
n
in
g
;
n
u
m
b
er
o
f
r
esear
ch
s
tu
d
ies
co
n
d
u
cted
to
id
e
n
tif
y
th
e
b
e
n
ef
its
an
d
lim
itatio
n
s
o
f
o
n
lin
e
lear
n
i
n
g
d
em
o
n
s
tr
ated
th
at
th
er
e
was
a
m
ix
ed
r
esu
lt
f
r
o
m
b
o
th
th
e
s
tu
d
en
ts
an
d
th
e
f
ac
u
lty
.
T
h
e
p
r
esen
t
s
tu
d
y
s
h
o
wed
2
4
3
f
em
ale
s
tu
d
e
n
ts
’
(
6
2
%)
a
n
d
3
2
f
e
m
ale
f
ac
u
lty
(
6
7
%)
p
ar
ticip
atio
n
was
h
ig
h
er
as
co
m
p
ar
ed
to
1
5
0
m
ale
s
tu
d
en
ts
(
3
8
%)
an
d
1
6
m
a
le
f
ac
u
lty
(
3
3
%).
Similar
ly
,
o
th
er
s
tu
d
ies
d
em
o
n
s
tr
ated
2
2
%
–
3
4
%
m
ale
p
ar
ticip
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in
o
n
lin
e
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u
ca
ti
o
n
al
r
esear
ch
co
m
p
ar
ed
to
7
5
% o
f
f
em
ale
p
ar
ticip
atio
n
[
1
2
]
–
[
1
4
]
.
T
h
er
e
was n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
b
etwe
en
th
e
f
ac
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lty
a
n
d
s
tu
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e
n
ts
o
n
th
e
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ce
p
tio
n
o
f
f
ac
u
lty
o
n
l
in
e
teac
h
in
g
s
ty
les.
T
h
e
p
r
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t
s
tu
d
y
is
th
e
f
ir
s
t
to
ex
p
l
o
r
e
th
e
in
s
ig
h
ts
o
f
s
tu
d
en
ts
an
d
f
ac
u
lty
o
n
o
n
lin
e
teac
h
in
g
s
ty
les
f
o
r
m
icr
o
b
io
lo
g
y
co
u
r
s
es.
Ho
wev
er
,
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s
tu
d
y
was
co
n
d
u
cted
u
s
in
g
a
s
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ca
le
in
clin
i
ca
l
s
cien
ce
s
d
u
r
in
g
f
ac
e
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to
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f
ac
e
p
r
o
b
lem
-
b
ased
lear
n
in
g
s
ess
io
n
s
[
1
5
]
,
an
d
an
o
th
er
s
tu
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y
was
co
n
d
u
cted
in
th
e
UAE
o
n
o
n
lin
e
clin
ical
d
id
ac
tic
lectu
r
es,
u
s
in
g
a
d
if
f
e
r
en
t scale
[
1
2
]
.
B
o
th
th
e
g
r
o
u
p
s
p
e
r
ce
iv
ed
s
im
ilar
f
ac
ilit
ativ
e,
s
u
g
g
esti
v
e
a
n
d
ass
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teac
h
in
g
s
ty
les.
Ho
wev
er
,
29
(
6
0
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f
ac
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lty
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er
ce
iv
e
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th
at
t
h
ey
wer
e
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llab
o
r
ativ
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b
u
t
2
2
8
(
5
8
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o
f
s
tu
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en
ts
d
is
ag
r
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with
th
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u
lty
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d
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eir
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er
ce
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tio
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d
if
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e
r
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ce
w
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f
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lty
o
n
co
llab
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r
ativ
e
t
ea
ch
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g
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ty
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tatis
ticall
y
s
ig
n
if
ican
t.
T
h
ese
f
in
d
in
g
s
wer
e
s
im
ilar
to
o
th
er
s
tu
d
ies
d
o
n
e
in
I
n
d
ia
an
d
Fra
n
ce
[
1
6
]
,
[
1
7
]
,
t
h
ey
s
h
o
wed
th
at
s
tu
d
e
n
t
p
er
ce
p
tio
n
s
wer
e
th
e
s
am
e
as
th
e
f
ac
u
lty
o
n
th
e
p
er
ce
p
tio
n
o
f
f
ac
u
lty
teac
h
in
g
s
ty
les.
A
cc
o
r
d
in
g
to
a
n
o
th
er
s
tu
d
y
,
s
tu
d
en
ts
an
d
teac
h
er
s
ev
alu
ate
in
s
tr
u
ctio
n
s
u
s
in
g
q
u
ite
d
if
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er
en
t
s
tan
d
ar
d
s
.
Facu
lty
m
em
b
er
s
h
av
e
ex
p
r
ess
ed
d
o
u
b
ts
ab
o
u
t t
h
e
r
el
iab
ilit
y
o
f
s
tu
d
en
t e
v
alu
atio
n
s
o
f
th
e
ef
f
icien
cy
o
f
th
e
in
s
tr
u
c
tio
n
[
1
8
]
.
Similar
ly
,
th
e
s
tu
d
y
f
o
u
n
d
t
h
at
th
er
e
was
a
s
tatis
tical
d
if
f
er
en
ce
b
etwe
en
s
tu
d
en
ts
’
a
n
d
f
ac
u
lty
p
er
ce
p
tio
n
o
n
co
llab
o
r
ativ
e
teac
h
in
g
s
ty
le.
T
h
is
f
in
d
in
g
wa
s
co
m
p
ar
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le
to
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s
tu
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y
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n
d
u
cted
in
E
g
y
p
t
b
y
Kass
ab
et
a
l
.
[
1
5
]
d
u
r
in
g
t
h
e
f
ac
e
-
to
-
f
ac
e
p
r
o
b
lem
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b
ase
d
teac
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in
g
,
wh
er
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s
tu
d
e
n
ts
p
er
ce
iv
ed
tu
to
r
s
as
s
u
g
g
esti
v
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ass
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th
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s
tr
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n
al
b
eh
av
i
o
r
,
wh
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f
ac
u
lty
p
er
ce
iv
e
d
th
em
s
el
v
es
as
f
ac
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Evaluation Warning : The document was created with Spire.PDF for Python.
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[
1
2
]
.
T
ab
le
1
.
Su
r
v
ey
r
esp
o
n
s
e
r
ates f
r
o
m
s
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ts
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d
f
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lty
S
t
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l
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t
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To
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l
(
N
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R
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s
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d
N
(
%)
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mal
e
N
(
%)
M
a
l
e
N
(
%)
S
t
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d
e
n
t
s
5
0
8
3
9
2
(
7
7
)
2
4
3
(
6
2
)
1
5
0
(
3
8
)
F
a
c
u
l
t
y
75
4
8
(
6
4
)
3
2
(
6
7
)
1
6
(
3
3
)
T
ab
le
2
.
Per
ce
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Te
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1
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t
r
a
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1
(
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1
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(
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3
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A
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A
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4
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6
N
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a
l
9
4
(
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4
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1
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N
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a
sser
t
i
v
e
8
5
(
2
2
)
8
(
1
7
)
Fig
u
r
e
1
.
Stu
d
e
n
ts
’
en
g
a
g
em
e
n
t d
u
r
in
g
o
n
lin
e
class
es
Acc
o
r
d
in
g
t
o
th
e
cu
r
r
en
t
s
u
r
v
ey
,
1
1
2
(
3
1
%)
s
tu
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e
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wh
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ea
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2
5
2
(
6
9
%)
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e
d
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e
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g
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.
T
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is
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e
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7
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ates
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ig
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1
9
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.
An
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Do
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[
1
]
f
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ater
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ter
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[
1
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.
T
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ly
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t
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ativ
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d
1
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(
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Acc
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T
ab
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ae
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r
et
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l
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[
1
9
]
,
m
ed
ical
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cien
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'
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n
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r
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C
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D
-
1
9
p
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ic
was
5
1
.
8
%.
B
ased
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Ah
m
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l.
[
2
0
]
,
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y
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r
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o
wca
s
in
g
h
ig
h
lev
els
o
f
le
ar
n
in
g
ac
h
iev
em
en
t
a
n
d
th
e
d
ev
elo
p
m
e
n
t
o
f
h
ig
h
e
r
-
o
r
d
er
th
in
k
in
g
ab
ilit
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
R
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d
u
c
I
SS
N:
2252
-
8
8
2
2
On
lin
e
tea
ch
in
g
s
tyle:
in
s
ig
h
ts
o
f fa
cu
lty
a
n
d
s
tu
d
en
ts
’
p
ers
p
ec
tives a
n
d
s
tu
d
en
t …
(
V
e
n
ka
t
a
P
a
d
ma
j
a
Go
teti
)
1299
An
o
th
er
s
tu
d
y
d
o
n
e
o
n
clin
ical
y
ea
r
s
tu
d
e
n
ts
,
ex
p
l
o
r
ed
h
o
w
tech
n
o
lo
g
y
was
u
s
ed
to
e
n
s
u
r
e
th
at
r
esid
en
ts
co
n
tin
u
ed
to
r
ec
eiv
e
th
e
n
ec
es
s
ar
y
tr
ain
in
g
d
esp
ite
th
e
r
estri
ctio
n
s
o
n
in
-
p
e
r
s
o
n
in
ter
ac
tio
n
s
.
Vir
tu
al
to
o
ls
an
d
p
latf
o
r
m
s
wer
e
em
p
lo
y
ed
to
co
n
d
u
ct
lectu
r
es,
d
is
cu
s
s
io
n
s
,
an
d
ev
en
s
o
m
e
p
r
ac
tical
tr
ai
n
in
g
s
ess
io
n
s
.
wh
ile
v
ir
tu
al
tr
ain
in
g
ca
n
n
o
t
c
o
m
p
le
tely
r
ep
lace
h
an
d
s
-
o
n
s
u
r
g
ical
ex
p
er
ien
ce
,
it
s
er
v
es
as
a
v
alu
ab
le
s
u
p
p
lem
e
n
t.
I
t
allo
ws f
o
r
th
e
co
n
tin
u
ity
o
f
ed
u
ca
tio
n
an
d
h
elp
s
r
esid
en
ts
s
tay
o
n
tr
ac
k
with
th
eir
tr
ai
n
in
g
p
r
o
g
r
am
s
[
2
1
]
.
On
e
o
f
th
e
s
tu
d
y
f
in
d
in
g
s
in
d
i
ca
te
th
at
th
e
s
u
d
d
e
n
s
h
if
t
to
o
n
lin
e
lear
n
i
n
g
led
t
o
s
ig
n
if
ica
n
t
ch
an
g
es
in
th
e
d
eliv
er
y
o
f
m
ed
ical
ed
u
ca
tio
n
.
On
th
e
p
o
s
itiv
e
s
id
e,
o
n
lin
e
lear
n
in
g
in
cr
ea
s
ed
f
lex
ib
ilit
y
an
d
ac
ce
s
s
ib
ilit
y
,
allo
win
g
s
tu
d
en
ts
to
atten
d
lectu
r
es
an
d
c
o
m
p
l
ete
co
u
r
s
ewo
r
k
f
r
o
m
a
n
y
wh
e
r
e.
Ho
wev
er
,
th
e
r
e
wer
e
also
n
eg
ativ
e
asp
ec
ts
,
s
u
ch
as
d
ec
r
ea
s
ed
o
p
p
o
r
tu
n
ities
f
o
r
p
r
ac
tical
ex
p
e
r
ien
ce
a
n
d
r
ed
u
ce
d
i
n
ter
ac
tio
n
b
etwe
en
s
tu
d
en
ts
an
d
in
s
tr
u
ct
o
r
s
.
H
y
b
r
id
m
o
d
el
co
u
ld
p
r
o
v
id
e
th
e
b
en
ef
its
o
f
b
o
th
f
o
r
m
ats,
en
s
u
r
in
g
th
at
s
tu
d
en
ts
r
ec
eiv
e
co
m
p
r
eh
en
s
i
v
e
ed
u
ca
tio
n
wh
ile
also
g
ain
in
g
p
r
ac
tical
s
k
ills
[
2
2
]
.
T
h
is
is
attr
ib
u
ted
to
th
e
f
lex
ib
ilit
y
p
r
o
v
id
ed
b
y
e
-
lear
n
in
g
,
en
ab
lin
g
lear
n
er
s
to
ac
tiv
ely
en
g
ag
e
in
th
e
lear
n
in
g
p
r
o
ce
s
s
at
th
eir
co
n
v
en
ie
n
ce
an
d
f
r
o
m
an
y
lo
c
atio
n
[
2
3
]
,
[
2
4
]
.
A
s
y
s
tem
atic
r
ev
iew
p
r
o
v
id
es
a
co
m
p
r
eh
e
n
s
iv
e
ass
ess
m
en
t
o
f
v
ir
tu
al
m
e
d
ical
teac
h
in
g
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
cr
is
is
,
h
ig
h
lig
h
tin
g
th
at
th
e
o
n
lin
e
teac
h
in
g
p
l
ay
ed
a
cr
u
cial
r
o
le
in
en
s
u
r
i
n
g
th
e
co
n
tin
u
ity
o
f
m
ed
ical
ed
u
ca
tio
n
d
u
r
i
n
g
th
e
p
an
d
em
ic.
I
t
was
f
o
u
n
d
to
b
e
ef
f
ec
tiv
e
in
d
eliv
er
in
g
e
d
u
c
atio
n
al
co
n
ten
t
a
n
d
m
ain
tain
in
g
ac
ad
em
ic
p
r
o
g
r
e
s
s
.
T
h
e
s
tu
d
y
also
p
o
in
ted
o
u
t
s
ev
er
al
ch
allen
g
es,
in
clu
d
i
n
g
tech
n
ical
is
s
u
es
s
u
ch
as
p
o
o
r
in
ter
n
et
co
n
n
ec
tiv
ity
an
d
d
if
f
icu
lties
in
ac
ce
s
s
in
g
o
n
lin
e
p
latf
o
r
m
s
an
d
th
er
e
was
a
n
o
ted
r
ed
u
ctio
n
in
s
tu
d
e
n
t
en
g
ag
e
m
en
t,
as
th
e
v
ir
tu
al
f
o
r
m
at
m
a
d
e
it
h
ar
d
er
to
cr
ea
te
in
ter
ac
tiv
e
an
d
p
ar
ticip
ato
r
y
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
2
5
]
.
C
OVI
D
-
19
p
an
d
em
ic
is
an
o
p
p
o
r
tu
n
ity
f
o
r
m
ed
ical
e
d
u
ca
t
io
n
tak
in
g
a
d
r
asti
c
cu
r
r
icu
lar
ch
a
n
g
e
to
war
d
s
a
b
l
en
d
ed
lear
n
i
n
g
f
o
r
th
at
b
o
th
s
tu
d
en
ts
an
d
teac
h
e
r
s
n
ee
d
ad
o
p
tab
ilit
y
to
war
d
s
an
ef
f
ec
tiv
e
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
b
y
m
o
d
if
y
in
g
t
h
e
in
s
tr
u
cto
r
b
eh
av
io
r
s
t
o
s
u
s
tain
s
tu
d
en
t
e
n
g
ag
em
e
n
t
d
u
r
in
g
o
n
lin
e
s
ess
io
n
s
.
Fo
r
th
e
f
u
t
u
r
e
ch
a
n
g
e
i
n
tech
n
o
lo
g
ically
en
h
an
ce
d
m
ed
ical
e
d
u
ca
tio
n
,
r
esear
ch
o
n
b
asic
ev
id
en
ce
o
n
th
e
p
er
ce
p
tio
n
s
an
d
ex
p
ec
tatio
n
s
o
f
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
is
d
esira
b
le.
Ho
wev
er
,
a
s
ig
n
i
f
ican
t
ch
allen
g
e
in
e
-
lear
n
in
g
e
m
er
g
es
is
in
th
e
f
o
r
m
o
f
a
h
ig
h
e
r
d
r
o
p
o
u
t
r
ate
[
2
6
]
.
T
h
e
r
ed
u
ce
d
in
ter
ac
tio
n
b
e
twee
n
lear
n
er
s
an
d
teac
h
er
s
in
e
-
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
s
tem
m
in
g
f
r
o
m
g
eo
g
r
ap
h
ical
d
is
tan
ce
,
r
esu
lts
in
lo
wer
en
g
a
g
em
en
t
lev
els
co
m
p
ar
ed
t
o
tr
ad
itio
n
a
l
lear
n
in
g
s
ettin
g
s
[
2
7
]
.
T
h
er
e
is
a
n
ee
d
f
o
r
ad
ap
ta
b
ilit
y
am
o
n
g
e
d
u
ca
to
r
s
,
t
o
q
u
ick
ly
lear
n
an
d
u
tili
ze
n
ew
tech
n
o
lo
g
ies.
T
ec
h
n
o
l
o
g
ical
p
r
o
f
icien
c
y
is
cr
u
cial,
as
ed
u
ca
to
r
s
n
ee
d
to
b
e
co
m
f
o
r
ta
b
le
with
v
ar
io
u
s
o
n
li
n
e
to
o
ls
an
d
p
latf
o
r
m
s
to
ef
f
ec
tiv
ely
d
eliv
er
th
eir
co
u
r
s
es.
T
h
e
s
u
cc
ess
f
u
l
o
n
lin
e
m
ed
ical
teac
h
in
g
d
ep
en
d
s
n
o
t
o
n
ly
o
n
th
e
tech
n
o
l
o
g
y
u
s
e
d
b
u
t
also
o
n
th
e
teac
h
er
’
s
s
k
ills
in
cr
ea
tin
g
an
in
ter
ac
tiv
e
an
d
d
y
n
a
m
ic
v
ir
tu
a
l c
lass
r
o
o
m
[
2
8
]
.
I
n
ter
m
s
o
f
s
tu
d
en
t
p
a
r
ticip
atio
n
,
th
e
p
r
esen
t
s
tu
d
y
f
o
u
n
d
th
at
m
o
s
t
o
f
th
e
r
esp
o
n
d
e
n
ts
ex
p
er
ien
ce
d
d
is
en
g
ag
ed
in
t
h
eir
o
n
lin
e
s
t
u
d
ies.
I
n
o
r
d
er
to
i
n
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
atio
n
an
d
ac
tiv
e
p
ar
ticip
atio
n
i
n
th
e
v
ir
tu
al
lear
n
in
g
en
v
ir
o
n
m
en
t,
th
is
r
aise
s
a
tr
o
u
b
lin
g
is
s
u
e
th
at
r
eq
u
ir
es
co
n
s
id
er
atio
n
.
Patr
a
et
a
l.
[
2
9
]
d
is
cu
s
s
ed
th
e
ch
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
o
f
e
-
lear
n
in
g
i
n
a
m
ed
ical
co
lleg
e
d
u
r
in
g
t
h
e
p
an
d
em
ic.
T
h
e
y
id
en
tifie
d
s
ev
er
al
is
s
u
es,
in
clu
d
in
g
lim
ited
ac
ce
s
s
to
tech
n
o
lo
g
y
f
o
r
s
o
m
e
s
tu
d
en
ts
,
d
if
f
icu
lties
in
m
ain
tain
in
g
s
tu
d
en
t
m
o
tiv
atio
n
,
a
n
d
t
h
e
la
ck
o
f
f
ac
e
-
to
-
f
ac
e
in
ter
ac
tio
n
,
wh
ich
is
ess
en
tial
f
o
r
d
e
v
elo
p
in
g
p
r
ac
tical
s
k
ills
an
d
b
u
ild
in
g
r
elatio
n
s
h
i
p
s
with
p
ee
r
s
an
d
in
s
tr
u
cto
r
s
.
Ho
we
v
er
,
th
e
s
tu
d
y
also
h
ig
h
lig
h
ted
th
e
o
p
p
o
r
tu
n
ities
p
r
esen
ted
b
y
e
-
lear
n
i
n
g
.
On
li
n
e
p
latf
o
r
m
s
ca
n
r
ea
ch
a
lar
g
er
n
u
m
b
e
r
o
f
s
tu
d
en
ts
an
d
f
ac
ilit
ate
in
n
o
v
ativ
e
teac
h
in
g
m
et
h
o
d
s
,
s
u
c
h
as
v
ir
tu
al
s
im
u
latio
n
s
an
d
in
ter
ac
t
iv
e
m
o
d
u
les
[
2
9
]
.
Fu
r
th
er
m
o
r
e,
e
-
lear
n
i
n
g
p
o
s
es
ch
allen
g
es
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
s
elf
-
r
eg
u
lated
ca
p
ac
it
ies
in
lear
n
er
s
,
a
n
d
th
o
s
e
wh
o
s
tr
u
g
g
le
with
s
elf
-
r
eg
u
latio
n
m
a
y
en
c
o
u
n
ter
d
if
f
icu
lties
in
en
g
ag
i
n
g
with
t
h
e
lear
n
in
g
m
ater
ials
[
3
0
]
.
T
h
e
p
r
esen
t
s
tu
d
y
e
m
p
h
asizes
th
e
n
ee
d
f
o
r
o
n
g
o
i
n
g
s
u
p
p
o
r
t
an
d
ad
a
p
tatio
n
to
m
a
k
e
o
n
lin
e
m
ed
ical
ed
u
ca
tio
n
m
o
r
e
ef
f
ec
tiv
e
.
T
h
is
in
clu
d
es
p
r
o
v
id
i
n
g
s
tu
d
e
n
ts
with
th
e
n
ec
ess
ar
y
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
,
tr
ain
in
g
ed
u
ca
to
r
s
in
ef
f
ec
tiv
e
o
n
lin
e
teac
h
in
g
s
tr
ateg
ies,
an
d
co
n
tin
u
o
u
s
ly
ev
alu
atin
g
an
d
im
p
r
o
v
in
g
o
n
lin
e
co
u
r
s
es.
T
o
b
etter
u
n
d
er
s
tan
d
th
e
u
n
d
er
ly
i
n
g
ca
u
s
es
o
f
th
e
o
b
s
er
v
e
d
p
er
c
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NC
E
S
[
1
]
S
.
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.
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.
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5
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D
.
B
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a
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.
E.
F
e
r
d
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,
“
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[
6
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.
E.
K
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.
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.
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