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. 2020 Nov 5;10(11):e042378. doi: 10.1136/bmjopen-2020-042378

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© Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.

This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.

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Students were asked the approximate number of hours spent on online teaching platforms before and during the COVID-19 pandemic (n=2721). (A) A bar graph comparing the number of hours spent on online platforms before and during the COVID-19 pandemic by students overall. A Wilcoxon test was then conducted which found the difference to be significant (p<0.05). (B i) A bar graph comparing the number of hours spent on online platforms by preclinical and clinical students before the COVID-19 pandemic. (B ii) A bar graph comparing the number of hours spent on online platforms by preclinical and clinical students during the COVID-19 pandemic. A Mann-Whitney U test found the difference in time spent between the students during the COVID-19 pandemic to be significant (p<0.001).