The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. The disease can cause life-threatening conditions and it presents challenges for medical education, as instructors must deliver lectures safely, while ensuring the integrity and continuity of the medical education process. It is therefore important to assess the usability of online learning methods, and to determine their feasibility and adequacy for medical students. We aimed to provide an overview of the situation experienced by medical students during the COVID-19 pandemic, and to determine the knowledge, attitudes, and practices of medical students regarding electronic medical education. A cross-sectional survey was conducted with medical students from more than 13 medical schools in Libya. A paper-based and online survey was conducted using email and social media. The survey requested demographic and socioeconomic information, as well as information related to medical online learning and electronic devices; medical education status during the COVID-19 pandemic; mental health assessments; and e-learning knowledge, attitudes, and practices. A total of 3,348 valid questionnaires were retrieved. Most respondents (64.7%) disagreed that e-learning could be implemented easily in Libya. While 54.1% of the respondents agreed that interactive discussion is achievable by means of e-learning. However, only 21.1% agreed that e-learning could be used for clinical aspects, as compared with 54.8% who disagreed with this statement and 24% who were neutral. Only 27.7% of the respondents had participated in online medical educational programs during the COVID-19 pandemic, while 65% reported using the internet for participating in study groups and discussions. There is no vaccine for COVID-19 yet. As such, the pandemic will undeniably continue to disrupt medical education and training. As we face the prospect of a second wave of virus transmission, we must take certain measures and make changes to minimize the effects of the COVID-19 outbreak on medical education and on the progression of training. The time for change is now, and there should be support and enthusiasm for providing valid solutions to reduce this disruption, such as online training and virtual clinical experience. These measures could then be followed by hands-on experience that is provided in a safe environment.
In this paper, a new type of supra closed sets is introduced which we called supra β*-closed sets in a supra topological space. A new set of separation axioms is defined, and its many properties are examined. The relationships between supra β*-Ti –spaces (i = 0, 1, 2) are studied and shown with instances. Additionally, new varieties of supra β*-continuous maps have been taken into consideration based on the supra β*-open sets theory.
Weosay thatotheosubmodules A, B ofoan R-module Moare µ-equivalent , AµB ifoand onlyoif <<µand <<µ. Weoshow thatoµ relationois anoequivalent relationoand hasegood behaviorywith respectyto additionmof submodules, homorphismsr, andydirectusums, weaapplyothese resultsotoointroduced theoclassoof H-µ-supplementedomodules. Weosay thatoa module Mmis H-µ-supplementedomodule ifofor everyosubmodule A of M, thereois a directosummand D ofoM suchothat AµD. Variousoproperties ofothese modulesoarepgiven.
In the present paper, we have introduced some new definitions On D- compact topological group and D-L. compact topological group for the compactification in topological spaces and groups, we obtain some results related to D- compact topological group and D-L. compact topological group.
In this work we present the concepts of topological Γ-ring, norm of topological Γ-ring, homomorphism, kernel of topological Γ-ring and compact topological Γ-ring
Gangyong Lee, S. Tariq Rizvi, and Cosmin S. Roman studied Dual Rickart modules. The main purpose of this paper is to define strong dual Rickart module. Let M and N be R- modules , M is called N- strong dual Rickart module (or relatively sd-Rickart to N)which is denoted by M it is N-sd- Rickart if for every submodule A of M and every homomorphism fHom (M , N) , f (A) is a direct summand of N. We prove that for an R- module M , if R is M-sd- Rickart , then every cyclic submodule of M is a direct summand . In particular, if M<
... Show MoreLet R be a commutative ring with identity 1 and M be a unitary left R-module. A submodule N of an R-module M is said to be approximately pure submodule of an R-module, if for each ideal I of R. The main purpose of this paper is to study the properties of the following concepts: approximately pure essentialsubmodules, approximately pure closedsubmodules and relative approximately pure complement submodules. We prove that: when an R-module M is an approximately purely extending modules and N be Ap-puresubmodulein M, if M has the Ap-pure intersection property then N is Ap purely extending.
In this paper, we define the concept of soft -connected sets and soft -connected spaces by using the notion of soft -open sets in soft topological spaces. Several properties of these concepts are investigated.
Let be a commutative ring with unity and let be a non-zero unitary module. In
this work we present a -small projective module concept as a generalization of small
projective. Also we generalize some properties of small epimorphism to δ-small
epimorphism. We also introduce the notation of δ-small hereditary modules and δ-small
projective covers.
Let be a commutative ring with identity , and be a unitary (left) R-module. A proper submodule of is said to be quasi- small prime submodule , if whenever with and , then either or . In this paper ,we give a comprehensive study of quasi- small prime submodules.