Table 1.
The correlation coefficient among the items and various types of medical schools.
| City tier system | Double first class |
2 | 3 | 6 | 7 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 17 | 18 | 20 | 21 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Double - first class | .298** | – | |||||||||||||||
| 2. How to implement online theoretical sessions before the pandemic | 0.063 | 0.075 | – | ||||||||||||||
| 3. The format of online theoretical sessions during the pandemic | −0.107 | −0.078 | −0.051 | – | |||||||||||||
| 6. Time used for student-teacher interaction for synchronous live broadcasting of theoretical sessions | 0.086 | 0.000 | 0.014 | −0.142 | – | ||||||||||||
| 7. How to record the theoretical sessions for asynchronous recorded broadcasting | −0.070 | −0.122 | 0.172 | .307* | −0.206 | – | |||||||||||
| 9. The change in content materials for online theoretical sessions | −0.120 | −0.078 | 0.039 | 0.103 | 0.132 | 0.063 | – | ||||||||||
| 10. How to conduct online practical sessions before the pandemic | 0.035 | 0.132 | .344** | 0.101 | 0.102 | 0.069 | 0.134 | – | |||||||||
| 11. The increase use of VM in the practical sessions during the pandemic | 0.188 | 0.205 | −0.062 | −0.088 | -.245* | −0.097 | -.278** | −0.060 | – | ||||||||
| 12. The format of the online practical sessions during the pandemic | 0.023 | -.217* | 0.011 | .320** | 0.139 | 0.058 | −0.028 | 0.058 | -.267** | – | |||||||
| 13. The platforms/tools employed for practical sessions during the pandemic | −0.104 | -.251* | −0.164 | −0.053 | 0.056 | −0.186 | 0.124 | −0.118 | −0.129 | 0.207 | – | ||||||
| 14. Time used for teacher-student interaction during the online practical sessions | −0.004 | -.276* | 0.045 | −0.122 | .367** | −0.002 | 0.030 | −0.009 | -.266* | 0.061 | 0.010 | – | |||||
| 15. Active learning implementation before and during the pandemic | 0.139 | −0.046 | 0.135 | 0.126 | 0.158 | .317** | 0.040 | .282** | −0.072 | 0.144 | −0.115 | 0.139 | – | ||||
| 17. The tools employed to implement active learning during the pandemic | 0.026 | 0.085 | 0.154 | 0.049 | −0.078 | 0.031 | 0.081 | 0.074 | 0.024 | −0.085 | 0.025 | −0.181 | −0.118 | – | |||
| 18. Online assessment implementation before and during the pandemic | 0.019 | −0.210 | 0.050 | 0.018 | 0.165 | 0.184 | −0.029 | −0.004 | −0.180 | 0.176 | −0.105 | .341** | .323** | 0.017 | – | ||
| 20. Evaluating the effectiveness of online learning performed during the pandemic | −0.188 | 0.074 | 0.020 | −0.181 | -.355** | 0.036 | −0.174 | −0.102 | 0.125 | −0.138 | 0.052 | -.302* | −0.186 | −0.028 | −0.043 | – | |
| 21. Satisfying with the effectiveness of online learning during the pandemic | .206* | 0.068 | 0.089 | 0.052 | .344** | −0.041 | 0.159 | .234* | −0.162 | 0.139 | −0.075 | .346** | 0.199 | 0.105 | 0.052 | -.643** | – |
| 24. Continuingonline teaching after the pandemic | 0.038 | −0.040 | −0.033 | −0.066 | 0.137 | 0.163 | .206* | 0.109 | 0.035 | 0.036 | 0.066 | 0.038 | .211* | 0.066 | 0.041 | −0.124 | 0.121 |
**P < 0.01; *P < 0.05.