====== Online teaching ======

{{rss>https://pubmed.ncbi.nlm.nih.gov/rss/search/1FYSEY2m9I7TsAR09RJyDytmv6nUjgdaVDBjPatD7xKdnCag9O/?limit=15&utm_campaign=pubmed-2&fc=20250214061824}}
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[[Online]] [[teaching]] has been confirmed as an effective [[method]] for maintaining [[education]]al [[quality]] in many [[cours]]es. However, it remains unclear whether the teaching effectiveness of face-to-face teaching can be achieved in neurosurgery clinical courses. 

Shen et al. aim to analyze the effect of online teaching on neurosurgery by comparing it with traditional face-to-face teaching and investigating the students' willingness to engage with online teaching, as well as their evaluations of this mode of teaching.

They randomly selected three classes of fourth year medical students who received online teaching and three classes of fourth year medical students who received face-to-face teaching. After completing the neurosurgery [[curriculum]], the study examined the differences between the two groups in terms of [[satisfaction]] with the course, theoretical knowledge, and [[clinical practice]] abilities, which included [[medical history]] inquiry, [[physical examination]], [[diagnosis]], and treatment. In the online teaching setting, a [[survey]] was conducted to assess the students' willingness to accept online teaching and to identify its shortcomings.

The self-evaluation items included learning motivation, learning more targeted and more interestingly, clinical thinking ability, clinician-patient communication skills, and teamwork skills. All of these aspects were significantly better in the face-to-face group compared to the online group. Each item's score for clinical practice abilities in the face-to-face group was notably higher than that of the online group. Students' satisfaction with and evaluation of the effectiveness of online teaching were lower than those of face-to-face teaching. The primary drawback of online teaching is the lack of a traditional classroom atmosphere, followed by limited interaction with teachers and classmates.

The face-to-face group had better self-[[evaluation]] and clinical practice abilities than the online group. Additionally, [[student]]s expressed a preference for face-to-face teaching of neurosurgery clinical courses. The absence of a traditional [[classroom]] atmosphere is the main drawback of online teaching. Therefore, online teaching cannot completely replace traditional face-to-face teaching in neurosurgery clinical courses
((Shen J, Zhang S, Sun D, Ge R, Chen S, Fang J, An Q. Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students. BMC Med Educ. 2025 Feb 13;25(1):232. doi: 10.1186/s12909-025-06817-4. PMID: 39948596.))
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While this study provides valuable insights, its limitations suggest that online neurosurgery education should not be dismissed but rather optimized. With the right technological advancements and pedagogical strategies, online teaching can complement, though not completely replace, face-to-face instruction in neurosurgery.