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10.1038/s41407-020-0473-z http://scihub22266oqcxt.onion/10.1038/s41407-020-0473-z C7677745!7677745!C7677745     free     free     free Warning: file_get_contents(https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&id=C7677745&cmd=llinks): Failed to open stream: HTTP request failed! 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Oral Health Sciences students views of the shift to remote teaching and assessment in response to COVID-19 |pdf=|usr=}}{{C7677745}} gab.com Text Oral Health Sciences students views of the shift to remote teaching and assessment in response to COVID-19 JO: �-/-� http://www.kidney.de/pget.php?&tw=1&pmid=C7677745 #FOAvip Introduction An online survey investigated the views of students on the four-year Oral Health Sciences Honours degree course at Edinburgh University regarding the impact of COVID-19 on teaching and assessment. While delivery of remote teaching was generally viewed favourably, problem areas included clinic cancellations and clinical simulated case examinations. Oral Health Sciences graduates can practise as dental hygienist-therapists. Materials and methods An anonymous and voluntary online survey asked students to rate and comment on different formats of remote teaching and assessment. This material is supplemented by internal papers describing the planning and delivery of remote teaching and assessment. Results Nineteen of 29 students completed the survey (response rate: 66%). The interactive platform Collaborate was the most popular remote teaching format, although a number reported connectivity issues. Questionmark software, used to deliver a timed live examination, was rated highly. Cancellation of remaining clinical sessions was rated by Year 3 and 4 students as particularly problematic. Remote clinical simulated case examinations gave several students concerns. Other concerns were the impact on revision and adapting to different exam formats. Discussion The challenge was particularly complex as the curriculum involves a mixture of educational and clinical teaching and assessment, all requiring General Dental Council approval. Responses suggest remote teaching and assessment generally went smoothly. Results may help to inform future course development in this and similar courses in order to overcome or mitigate the negative impact of COVID-19. Conclusion The survey gave valuable and detailed feedback prior to the move to hybrid teaching. Twit Text FOAVip Oral Health Sciences students views of the shift to remote teaching and assessment in response to COVID-19 ????�-/-� http://www.kidney.de/pget.php?&tw=1&pmid=C7677745 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=C7677745 #FOAvip English Wikipedia <ref>{{Cite pmid|C7677745}}</ref> Oral Health Sciences students views of the shift to remote teaching and assessment in response to COVID-19 #MMPMIDC7677745 Turner S; Healy J; Conner E; Wands L �-/-� 2020[]; 7 (10): 16-20 PMIDC7677745show ga Introduction An online survey investigated the views of students on the four-year Oral Health Sciences Honours degree course at Edinburgh University regarding the impact of COVID-19 on teaching and assessment. While delivery of remote teaching was generally viewed favourably, problem areas included clinic cancellations and clinical simulated case examinations. Oral Health Sciences graduates can practise as dental hygienist-therapists. Materials and methods An anonymous and voluntary online survey asked students to rate and comment on different formats of remote teaching and assessment. This material is supplemented by internal papers describing the planning and delivery of remote teaching and assessment. Results Nineteen of 29 students completed the survey (response rate: 66%). The interactive platform Collaborate was the most popular remote teaching format, although a number reported connectivity issues. Questionmark software, used to deliver a timed live examination, was rated highly. Cancellation of remaining clinical sessions was rated by Year 3 and 4 students as particularly problematic. Remote clinical simulated case examinations gave several students concerns. Other concerns were the impact on revision and adapting to different exam formats. Discussion The challenge was particularly complex as the curriculum involves a mixture of educational and clinical teaching and assessment, all requiring General Dental Council approval. Responses suggest remote teaching and assessment generally went smoothly. Results may help to inform future course development in this and similar courses in order to overcome or mitigate the negative impact of COVID-19. Conclusion The survey gave valuable and detailed feedback prior to the move to hybrid teaching. �Oral Health Sciences students views of the shift to remote teaching a(epmc).pdf DeepDyve Pubget Overpricing