{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["22(1)"],"submitter":["Chan E"],"pubmed_abstract":["<h4>Background</h4>The COVID-19 pandemic and the consequent social distancing measures caused unprecedented disruption for medical and healthcare education. This study examined medical teachers' experience with emergency remote teaching during the pandemic and their acceptance of online teaching after the pandemic.<h4>Methods</h4>In this sequential mixed methods study, online surveys were disseminated to teachers (n = 139) at two Asia-Pacific medical schools to evaluate their experience with emergency remote teaching during the pandemic. Subsequently, in-depth interviews were conducted with teachers from both institutions (n = 13). Each interviewee was classified into an adopter category based on Rogers' Diffusion of Innovations Theory. Interview transcripts were analyzed thematically, and"],"journal":["BMC medical education"],"pagination":["303"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC9021818"],"repository":["biostudies-literature"],"pubmed_title":["Medical teachers' experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study."],"pmcid":["PMC9021818"],"pubmed_authors":["Tanner JA","Khong ML","Velan GM","Chan E","Wong GTC","Torda A"],"additional_accession":[]},"is_claimable":false,"name":"Medical teachers' experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study.","description":"<h4>Background</h4>The COVID-19 pandemic and the consequent social distancing measures caused unprecedented disruption for medical and healthcare education. This study examined medical teachers' experience with emergency remote teaching during the pandemic and their acceptance of online teaching after the pandemic.<h4>Methods</h4>In this sequential mixed methods study, online surveys were disseminated to teachers (n = 139) at two Asia-Pacific medical schools to evaluate their experience with emergency remote teaching during the pandemic. Subsequently, in-depth interviews were conducted with teachers from both institutions (n = 13). Each interviewee was classified into an adopter category based on Rogers' Diffusion of Innovations Theory. Interview transcripts were analyzed thematically, and","dates":{"release":"2022-01-01T00:00:00Z","publication":"2022 Apr","modification":"2025-04-04T08:08:46.189Z","creation":"2025-02-19T01:56:10.717Z"},"accession":"S-EPMC9021818","cross_references":{"pubmed":["35449047"],"doi":["10.1186/s12909-022-03367-x"]}}