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.
the regional and spatial dimension of development planning must be taken as a point of departure to the mutual of the spatial structure of the economy , development strategy and policies applied 'therein such as the location principles and regional development coordination of the territorial problems with the national development planning and timing of regional vis-a-vis national development plan_. Certain balance and integration is of sound necessity' between national _regional and local development objectives through which the national development strategy should have to represent the guidelines of the local development aspirations and goals. The economic development exerts an impact on the spatial evolution, being itself subje
... Show MoreIn this notion we consider a generalization of the notion of a projective modules , defined using y-closed submodules . We show that for a module M = M1M2 . If M2 is M1 – y-closed projective , then for every y-closed submodule N of M with M = M1 + N , there exists a submodule M`of N such that M = M1M`.
Let be an R-module, and let be a submodule of . A submodule is called -Small submodule () if for every submodule of such that implies that . In our work we give the definition of -coclosed submodule and -hollow-lifiting modules with many properties.
In this work we shall introduce the concept of weakly quasi-prime modules and give some properties of this type of modules.
The purpose of this paper is to introduce a new type of compact spaces, namely semi-p-compact spaces which are stronger than compact spaces; we give properties and characterizations of semi-p-compact spaces.
Let R be an associative ring with identity and let M be a unitary left R–module. As a generalization of small submodule , we introduce Jacobson–small submodule (briefly J–small submodule ) . We state the main properties of J–small submodules and supplying examples and remarks for this concept . Several properties of these submodules are given . Also we introduce Jacobson–hollow modules ( briefly J–hollow ) . We give a characterization of J–hollow modules and gives conditions under which the direct sum of J–hollow modules is J–hollow . We define J–supplemented modules and some types of modules that are related to J–supplemented modules and int
... Show MoreThe purpose of this paper is to prove the following result : Let R be a 2-torsion free prime *-ring , U a square closed *-Lie ideal, and let T: RR be an additive mapping. Suppose that 3T(xyx) = T(x) y*x* + x*T(y)x* + x*y*T(x) and x*T(xy+yx)x* = x*T(y)x*2 + x*2T(y)x* holds for all pairs x, y U , and T(u) U, for all uU, then T is a reverse *-centralizer.