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. 2021 Nov 22;13(2):e163–e169. doi: 10.1055/s-0041-1735955

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The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commercial purposes, or adapted, remixed, transformed or built upon. ( https://creativecommons.org/licenses/by-nc-nd/4.0/ )

This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License, which permits unrestricted reproduction and distribution, for non-commercial purposes only; and use and reproduction, but not distribution, of adapted material for non-commercial purposes only, provided the original work is properly cited.

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Fig. 1 — Online preclinical and clinical courses before and during the COVID-19 pandemic. In total, 50% of preclinical ( A ) and 38% of clinical ( B ) courses had utilized online teaching before the pandemic. Six months after the start of the pandemic, 6 (40% increase) and 13 (72.2% increase) of preclinical ( A ) and clinical courses ( B ) which did not utilize online teaching before the pandemic implemented online teaching during the pandemic.