Table 3.

Summary on tutors’ feedback on distant learning.

Author, Publication year	Sample Size	Study Type	Country	UG/PG	Format	Feedback
Patelis, N. M., S. J., 2020	NA	Commentary	Greece	PG	Lecture (Vascular training)	Neutral: call for wider uptake of distant learning module
Smith, P. J. W. et al., 2013	517	Case control study	40 countries	PG	Lecture (Surgical examination)	Positive: Online Master of Surgical Science support academic development of trainees, evidenced by better result in MRCS examination
Beddy, P.R. et al., 2009	82	Cohort	Ireland	PG	Lecture (Clinical based tutorials)	Positive: continued participation, promote active learning, better monitoring of student progress Negative: cost, time-consuming to establish online classroom
Bernardo, V. et al., 2004	112	Case series	Brazil	UG	Lecture (Experimental operations)	Positive: tracking silent students and follow up, promising educational value, feedback from students help to modify teaching material Negative: lack of contact between students and teachers
Larvin, M., 2009	NA	Opinion	Australia	PG	Lecture (Surgical training)	Positive: allow continuous updating of content, accessible 24/7
Longhurst, G. J. S., 2020	14 institutes	Case series	US	UG	Lecture (Anatomy learning)	Positive: development of new online resources, academic collaboration, working remotely Negative: time constraint, lack of practice and cadaveric exposure, lack of student engagement, issue of assessment
Naidoo, N.A., A. Banerjee, Y., 2020	58 (control) Vs 58 Vs 56	Case control	Dubai	UG	Lecture (Anatomy learning)	Positive: tackle “integration gap”: translate anatomical concepts into clinical practice Negative: anatomy instructions in medical school were reluctant to adopt the framework

(PG – Postgraduate, UG – Undergraduate).