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Objectives: The objective was to investigate the pragmatic effectiveness of face-to-face cognitive-behavioral therapy (F2F-CBT) for family caregivers of people with dementia (PwD) implemented in a routine care setting relative to usual care in a quasi-experimental study. Methods: Participants indicating that attendance of F2F-CBT was possible were assigned to F2F-CBT (n = 49). F2F-CBT consisted of 12 sessions over 6 months. Effects were evaluated at posttest and 6-month follow-up on a variety of outcomes relative to usual care (CG; n = 134). Results: At posttest, F2F-CBT yielded significantly fewer symptoms of depression (d = 0.37), better emotional well-being (d = 0.64), and better coping with the care situation (d = 0.52) than CG. At 6-month follow-up, the effect on emotional well-being was retained (d = 0.44) and social relationships were rated significantly better in F2F-CBT than CG (d = 0.34). Conclusions: F2F-CBT proved to be effective in supporting family caregivers of PwD. However, only relatively few caregivers were able to regularly attend face-to-face sessions. Clinical Implications: CBT seems particularly suitable for supporting family caregivers of PwD in coping with the complex psychological burden. Delivery via telephone or internet could be a necessary alternative to F2F-CBT for reducing barriers to participation. [ABSTRACT FROM AUTHOR]

Introduction: This study compares pharmacy students' performance using face-to-face (FTF) team-based learning (TBL) vs. virtual TBL across multiple courses and different academic levels while accounting for student demographic and academic factors. Methods: The study included pharmacy students from different academic levels (P1-P3) who were enrolled in three didactic courses taught using FTF TBL and virtual TBL. Multiple generalized linear models (GLMs) were performed to compare students' performance on individual readiness assurance tests (iRAT s), team readiness assurance tests (tRAT s), team application exercises (tAPPs), summative exams, and total course scores using FTF TBL vs. virtual TBL, adjusting for students' age, sex, race, and cumulative grade point average (cGPA). Results: The study involved a total of 356 pharmacy students distributed across different academic levels and learning modalities: P1 students [FTF TBL (n = 26), virtual TBL (n = 42)], P2 students [FTF TBL (n = 77), virtual TBL (n = 71)], and P3 students [FTF TBL (n = 65), virtual TBL (n = 75)]. In the P1 cohort, the virtual TBL group had higher iRAT and tRAT scores but lower tAPP scores than the FTF TBL group, with no significant differences in summative exams or total course scores. For P2 students, the virtual TBL group had higher iRAT and tRAT scores but lower summative exam scores and total course scores than the FTF TBL group, with no significant differences in tAPP scores. In the P3 student group, the virtual TBL group had higher iRAT, tRAT, tAPP, summative exam, and total course scores than the FTF TBL group. Conclusions: Students' performance in virtual TBL vs. FTF TBL in the pharmacy didactic curriculum varies depending on the course content, academic year, and type of assessment. [ABSTRACT FROM AUTHOR]

Abstract Background This study aimed to examine whether online interactive communication education using video materials was as effective as face-to-face education among healthcare college students. Methods The participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool. Results From the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges’g = 0.51, 95%CI 0.27–0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16–0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges’g = 0.09, 95%CI − 0.03 to 0.45). Conclusions The results show that online communication education with video materials and active exercises is as effective in improving students’ confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication. Trial registration Not Applicable.

Abstract Background Insomnia is a highly prevalent disorder associated with numerous adverse health outcomes. Cognitive behavioural therapy for insomnia (CBT-I) is recommended as first-line treatment by clinical guidelines but is accessible to only a minority of patients suffering from insomnia. Internet-delivered CBT-I (iCBT-I) could contribute to the widespread dissemination of this first-line treatment. As there is insufficient evidence regarding non-inferiority, this study directly aims to compare therapist-guided internet-delivered versus face-to-face CBT-I in terms of insomnia severity post-treatment. Furthermore, a health-economic evaluation will be conducted, and potential benefits and disadvantages of therapist-guided iCBT-I will be examined. Methods This study protocol describes a randomised controlled two-arm parallel-group non-inferiority trial comparing therapist-guided iCBT-I with face-to-face CBT-I in routine clinical care. A total of 422 patients with insomnia disorder will be randomised and treated at 16 study centres throughout Germany. Outcomes will be assessed at baseline, 10 weeks after randomisation (post), and 6 months after randomisation (follow-up). The primary outcome is insomnia severity measured using the Insomnia Severity Index. Secondary outcomes include depression-related symptoms, quality of life, fatigue, physical activity, daylight exposure, adverse events related to treatment, and a health-economic evaluation. Finally, potential moderator variables and several descriptive and exploratory outcomes will be assessed (e.g. benefits and disadvantages of internet-delivered treatment). Discussion The widespread implementation of CBT-I is a significant healthcare challenge. The non-inferiority of therapist-guided iCBT-I versus face-to-face CBT-I will be investigated in an adequately powered sample in routine clinical care, with the same therapeutic content and same level of therapist qualifications provided with both interventions. If this trial demonstrates the non-inferiority of therapist-guided iCBT-I, healthcare providers may be more confident recommending this treatment to their patients, contributing to the wider dissemination of CBT-I. Trial registration Trial registration number in the German Clinical Trials Register: DRKS00028153 ( https://drks.de/search/de/trial/DRKS00028153 ). Registered on 16th May 2023.

Encountering challenges in academic writing is inevitable for first-year students who are yet to become familiar with the writing patterns and structure. Students often struggle with the change; online learning and its advantages have not fully materialised due to the disruptions, familiarity, resistance, and problems associated with technology. The purpose of the study was to examine first-year students’ experience with the face-to-face learning model and blended learning model at TVET College in Western Cape South Africa.The study employed a mixed-method approach to collect data from the research participants. The online questionnaire was adopted as the instrument of data collection for the quantitative data and 185 participants completed the questionnaire. An interview schedule guide was the instrument of data collection for the qualitative data and twelve (12) students voluntarily participated in the semi-structured interviews. Findings from both the quantitative data and qualitative data revealed that mere technology is not as effective since integrating it into teaching approaches and providing students with interactive activities and collaboration can enhance their academic performance. Face-to-face contact remains a vital part of teaching and learning, and this conclusion emphasises that blended learning is a novel and valuable way to reach students, underscoring the combination of both face-to-face and online learning. This article makes an important contribution to higher education (HE) and learning models by examining the first-year students’ experience of learning models at a South African Technical and Vocational Education and Technology (TVET) college in the Western Cape.

Background: This study aimed to examine whether online interactive communication education using video materials was as effective as face-to-face education among healthcare college students. Methods: The participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool. Results: From the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges'g = 0.51, 95%CI 0.27–0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16–0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges'g = 0.09, 95%CI − 0.03 to 0.45). Conclusions: The results show that online communication education with video materials and active exercises is as effective in improving students' confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication. Trial registration: Not Applicable. [ABSTRACT FROM AUTHOR]

Instructor performance plays a critical role in fostering student learning. Unlike the postsecondary level, many states in the United States, have substantially regulated class size in the p-12 education system with the aim of enhancing quality learning. Thus, the purpose of this research paper is to examine the correlation between instructor evaluations and class size in tertiary institutions as the findings can inform regulatory decisions regarding class sizes in postsecondary facilities. The study reviewed 97-course evaluations garnered in the Fall of 2019 from a Midwest University. The feedback of students, undertaking physical, and virtual classes, was considered regarding teachers' performance. Different course evaluations included in the study were adjunct faculty, full-time faculty, graduate level, and undergraduate level course assessments. The research findings depicted a negative correlation between class size and instructor evaluation, positing that teachers teach the same way in smaller classes as they do in larger classes. Nonetheless, the study results showed that the sizes of conventional virtual classes had a lower correlation with course performances compared to traditional face-to-face classes. In the latter, there was more engagement between teachers and students, as the latter appeared to be more active than in online classes. With the technological effect that Covid-19 has brought forth in online learning, population sizes of online classes have changed. Therefore, considering the data used for the research was collected preCovid-19, it is essential that future studies pay considerable focus on the quality of evaluation of virtual classes to help with directing of school budget allocations toward online learning. [ABSTRACT FROM AUTHOR]

Objective: Diabetes Self-Management Education and Support (DSMES) is a critical component of diabetes care. This study aims to examine the effect of online-based educational interventions on diabetes management compared to face-to-face interventions. Methods: A systematic review was conducted by searching three databases for studies in English or Spanish between December 2023 and March 2024. The inclusion criteria were studies that compared face-to-face DSMES with online interventions. Results: The follow-up duration of the trials ranged from 1 to 12 months. Multidisciplinary teams delivered online DSMES through various means, including Short Message Service (SMS), telephone calls, video calls, websites, and applications. Online DSMES was found to be comparable to face-to-face interventions in terms of glycated hemoglobin (HbA1c) levels in people with type 1 diabetes (T1D). In contrast, online interventions that focus on weight management in people with type 2 diabetes (T2D) have shown a significant reduction in HbA1c compared to face-to-face interventions. Online DSMES was found to be superior in terms of quality of life and cost-effectiveness in both T1D and T2D. None of the analyzed studies explored the differences between individual and group methodologies. Conclusions: The current evidence indicates that online DSMES services provide at least comparable biomedical benefits to face-to-face interventions, suggesting that online interventions could be incorporated into clinical practice as a complement or reinforcement. However, further research is needed to explore the potential benefits and effectiveness of online group sessions in DSMES. [ABSTRACT FROM AUTHOR]

Lévinas's philosophy emerges from his critique of the traditional sources of Western philosophy and employs phenomenological methods to transcend the conventional theology and ethics of subjectivity. Through a series of inquiries, Lévinas expands the narrow philosophical vision and problem domain related to the philosophy of the Other. This study examines the profound impact of Lévinas's philosophy on contemporary philosophy and human society, particularly its elucidation of people's anxiety, confusion, and overwhelm with the ethical dimension of life in postmodern society. In today's rapidly evolving landscape, characterized by increased reliance on AI, decreased face-to-face communication, and significant shifts in lifestyle, the study of Lévinas's philosophy gains heightened relevance. As we navigate these changes, Lévinas's insights into anxiety, responsibility, and ethical encounters with the Other offer reflections on human connection and ethical engagement, urging us to reconsider our relationship with technology and prioritize meaningful interactions amidst societal transformations. [ABSTRACT FROM AUTHOR]

Background: Insomnia is a highly prevalent disorder associated with numerous adverse health outcomes. Cognitive behavioural therapy for insomnia (CBT-I) is recommended as first-line treatment by clinical guidelines but is accessible to only a minority of patients suffering from insomnia. Internet-delivered CBT-I (iCBT-I) could contribute to the widespread dissemination of this first-line treatment. As there is insufficient evidence regarding non-inferiority, this study directly aims to compare therapist-guided internet-delivered versus face-to-face CBT-I in terms of insomnia severity post-treatment. Furthermore, a health-economic evaluation will be conducted, and potential benefits and disadvantages of therapist-guided iCBT-I will be examined. Methods: This study protocol describes a randomised controlled two-arm parallel-group non-inferiority trial comparing therapist-guided iCBT-I with face-to-face CBT-I in routine clinical care. A total of 422 patients with insomnia disorder will be randomised and treated at 16 study centres throughout Germany. Outcomes will be assessed at baseline, 10 weeks after randomisation (post), and 6 months after randomisation (follow-up). The primary outcome is insomnia severity measured using the Insomnia Severity Index. Secondary outcomes include depression-related symptoms, quality of life, fatigue, physical activity, daylight exposure, adverse events related to treatment, and a health-economic evaluation. Finally, potential moderator variables and several descriptive and exploratory outcomes will be assessed (e.g. benefits and disadvantages of internet-delivered treatment). Discussion: The widespread implementation of CBT-I is a significant healthcare challenge. The non-inferiority of therapist-guided iCBT-I versus face-to-face CBT-I will be investigated in an adequately powered sample in routine clinical care, with the same therapeutic content and same level of therapist qualifications provided with both interventions. If this trial demonstrates the non-inferiority of therapist-guided iCBT-I, healthcare providers may be more confident recommending this treatment to their patients, contributing to the wider dissemination of CBT-I. Trial registration: Trial registration number in the German Clinical Trials Register: DRKS00028153 (https://drks.de/search/de/trial/DRKS00028153). Registered on 16th May 2023. [ABSTRACT FROM AUTHOR]

Internet-delivered cognitive behavior therapy (ICBT) was developed in the late 1990s, and since then, a large number of studies have been conducted. Many programs have been developed and sometimes implemented, and ICBT has become a major way to investigate and innovate CBT including important questions regarding mechanisms and moderating factors. The aim of this narrative review was to comment on the treatment format, the evidence behind ICBT, innovations, and finally challenges. ICBT has been developed and tested for a range of conditions including both psychiatric and somatic health problems and also transdiagnostic problems like loneliness and poor self-esteem. Meta-analytic reviews suggest that guided ICBT can be as effective as face-to-face CBT and by using individual patient data meta-analytic methods (IPDMA), it is now possible have better power for the search of moderators. There are also several reports of how well ICBT works in regular clinical settings, mostly replicating the results reported in efficacy studies. Cost-effectiveness has also been documented as well as studies using qualitative methodology to document client and clinician experiences. In terms of innovation, there are now studies on problems for which there is limited previous face-to-face research, and one major advancement is the use of factorial design trials in which more than one independent variable is tested. Finally, ICBT has the potential to be useful in times of crisis, with the COVID-19 pandemic being one recent example. Future challenges include use of artificial intelligence in both treatment development and possibly treatment delivery. Another urgent priority is to reach less favored parts of the world as most studies and programs have been tested and implemented in Western countries. In conclusion, ICBT is now an established as a way to develop, test, and deliver CBT. [ABSTRACT FROM AUTHOR]

Academics from South African Universities have recently been bound to possess digital skills for curriculum delivery due to the lessons learned from the COVID-19 era. Universities have implemented various interventions to enhance digital skills in academics, which include but are not limited to training workshops, organised webinars, and seminars. Irrespective of these interventions, some academics still lack the digital skills to deliver effective digital curricula. The primary aim of the research is to develop other methods to address the shortage of digital skills among scholars. This research is based on a three-year qualitative interpretive study carried out at a university in South Africa, exploring a scenario where academics share their experiences on utilising digital platforms for teaching and learning following the COVID-19 pandemic. Data was generated purposefully and conveniently by sampling thirty-two academics from the school of education. The methods used for data generation included e-reflective activities, Zoom group discussions, and semi-structured interviews conducted one-on-one via WhatsApp. After thematic analysis, findings show that academics' digital background becomes the barrier to having the necessary digital skills for digital curriculum delivery. Hence, most of them were driven by informal skills for social needs and personal digital skills for individual needs at the expense of formal digital skills for discipline needs. With universities in developing countries still becoming victims of student protests, natural disasters, and other challenges, alternatives are being sought to accommodate the transition from face-to-face to online or hybrid curriculum delivery modes. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic was an unwelcome and unprecedented event that forced educational institutions to deliver classes entirely online. The aim of this research is to evaluate students' online learning experience during the COVID19 pandemic and their preferred instructional modality for foreign languages at the tertiary level in post-pandemic Jamaica. A mixed method was employed by way of an online questionnaire sent to students studying French or Spanish as an elective in five tertiary institutions in Jamaica. The results from one hundred and five responses revealed a preference for the online modality, with home comfort and cost being the top reasons given; a correlation was also noted between the kinaesthetic learning style and a preference for the face-to-face modality. The results provide invaluable information that will serve to assist the policymakers of tertiary institutions in their post-pandemic decision-making when selecting their teaching modality to improve their student population. If tertiary institutions decide to embrace the online modality, the students may lose out on university experience and socialisation. Research of this nature has not been conducted with foreign language students in tertiary institutions in Jamaica, as far as the authors are aware. Therefore, it will be valuable to tertiary institutions in developing the best approach to language learning after the COVID-19 pandemic in Jamaica. The findings may be extended to other developing countries with similar socio-economic circumstances. [ABSTRACT FROM AUTHOR]

The shift from face-to-face (F2F) to emergency remote teaching (ERT) in response to COVID-19 has presented concerns for assessment in student learning. This study presents the comparison of a health science curriculum in F2F and ERT settings regarding assessments (count, type, authenticity) using our Authentic Assessment Tool and institutionally standardized course syllabi. Five hundred and seventeen assessments in 61 courses in ERT were inventoried (count, type) and subsequently categorized as 1 (low), 2 (moderate), or 3 (high) on core authenticity characteristics: realism, cognitive challenge, evaluative judgement criteria and feedback. These data were compared to a recent curriculum-wide F2F scan (457 assessments in 62 courses). Results show in the shift to ERT, the total number of both tests and assignments increased with a greater proportion of marks comprised of assignments (44% ERT versus 37% F2F). Curriculum-wide authenticity scores were similar (1.8 ± 0.4 ERT versus 1.8 ± 0.6 F2F), although this trend was because nearly an equal proportion of courses increased and decreased authenticity. The largest number of courses (n=30) making improvements on individual characteristics of authenticity did so regarding the dimension feedback. This work presents modest yet actionable items to achieve authenticity for consideration in assessment design as institutions begin to produce and consider policies regarding course structure and assessment design in the post-COVID educational context.

Abstract Eye contact is a central component in face-to-face interactions. It is important in structuring communicative exchanges and offers critical insights into others' interests and intentions. To better understand eye contact in face-to-face interactions, we applied a novel, non-intrusive deep-learning-based dual-camera system and investigated associations between eye contact and autistic traits as well as self-reported eye contact discomfort during a referential communication task, where participants and the experimenter had to guess, in turn, a word known by the other individual. Corroborating previous research, we found that participants’ eye gaze and mutual eye contact were inversely related to autistic traits. In addition, our findings revealed different behaviors depending on the role in the dyad: listening and guessing were associated with increased eye contact compared with describing words. In the listening and guessing condition, only a subgroup who reported eye contact discomfort had a lower amount of eye gaze and eye contact. When describing words, higher autistic traits were associated with reduced eye gaze and eye contact. Our data indicate that eye contact is inversely associated with autistic traits when describing words, and that eye gaze is modulated by the communicative role in a conversation.

Abstract Background The swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions. Methods A comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students’ perceptions of both online and in-class TBL methodologies were also surveyed. Results Both online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting. Conclusions Online TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.

Abstract The present study explored the comparability in performance scores between the computer-delivered and face-to-face modes for the two speaking tests in the Vietnamese Standardized Test of English Proficiency (VSTEP) (the VSTEP.2 and VSTEP.3–5 Speaking tests) according to Vietnam’s Six-Level Foreign Language Proficiency Framework (VNFLPF) and test takers’ experiences. Data were collected from 75 and 82 VSTEP.2 and VSTEP.3–5 university English-majored test takers respectively in both computer-delivered and face-to-face conditions. A counterbalanced research design was adopted to minimise mode order effects. After test completion, 30 of the test takers, 15 from each proficiency test, were interviewed in the focus group format of 3–4 members per group. The results indicated mixed, selective effects of the testing mode. Overall, test scores were comparable in the VSTEP.2 Speaking test but significantly higher in favour of the face-to-face mode for the VSTEP.3–5 Speaking test. However, the statistically significant difference was observed in only one measure of the many analytical criteria (content development in the former test, and pronunciation in the latter test) with mixed mode advantages. The interview data has provided rich refreshing insights into how test takers viewed each testing mode against real-life communication. Their experiences further revealed a wide range of affective preferences involved in the inherent affordances or constraints of each testing mode and their communication and performance/outcome orientation. The findings offer important implications for extrapolation, test preparation and administration, and test taker/rater training in the particular context of the two English speaking proficiency tests in Vietnam and perhaps beyond.

Introduction This study compares pharmacy students’ performance using face-to-face (FTF) team-based learning (TBL) vs. virtual TBL across multiple courses and different academic levels while accounting for student demographic and academic factors.Methods The study included pharmacy students from different academic levels (P1–P3) who were enrolled in three didactic courses taught using FTF TBL and virtual TBL. Multiple generalized linear models (GLMs) were performed to compare students’ performance on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), team application exercises (tAPPs), summative exams, and total course scores using FTF TBL vs. virtual TBL, adjusting for students’ age, sex, race, and cumulative grade point average (cGPA).Results The study involved a total of 356 pharmacy students distributed across different academic levels and learning modalities: P1 students [FTF TBL (n = 26), virtual TBL (n = 42)], P2 students [FTF TBL (n = 77), virtual TBL (n = 71)], and P3 students [FTF TBL (n = 65), virtual TBL (n = 75)]. In the P1 cohort, the virtual TBL group had higher iRAT and tRAT scores but lower tAPP scores than the FTF TBL group, with no significant differences in summative exams or total course scores. For P2 students, the virtual TBL group had higher iRAT and tRAT scores but lower summative exam scores and total course scores than the FTF TBL group, with no significant differences in tAPP scores. In the P3 student group, the virtual TBL group had higher iRAT, tRAT, tAPP, summative exam, and total course scores than the FTF TBL group.Conclusions Students’ performance in virtual TBL vs. FTF TBL in the pharmacy didactic curriculum varies depending on the course content, academic year, and type of assessment.

Background The COVID-19 pandemic initiated a mass switch to psychological therapy being delivered remotely, including at Anxiety UK, a national mental health charity. Understanding the impact of this forced switch could raise implications for the provision of psychological therapies going forwards. Aims To understand whether the forced switch to remote therapy had any impact on outcomes, and if certain groups should continue to be routinely offered certain delivery modalities in future. Method Data were available for 2323 individuals who accessed Anxiety UK services between January 2019 and October 2021. Demographic data, baseline and discharge anxiety and depression symptoms, and mode of therapy delivery were available. Regression models were built to model (a) the mode of therapy delivery received pre-pandemic using logistic regression, and (b) outcomes pre- and post-pandemic onset within demographic groups. Results No statistically significant changes in baseline anxiety symptoms, demographics or outcomes were observed before and after the onset of the COVID-19 pandemic. Pre-pandemic, males were more likely to receive online video therapy than telephone therapy (Relative Risk Ratio (RRR) 1.42, [1.01, 1.99]), while older clients were less likely to receive online video therapy (RRR 0.98, [0.97, 0.99]). However, no differences in outcomes were observed post-pandemic onset within these groups, with only the number of sessions of therapy being a significant predictor of outcomes. Conclusions Anxiety UK services remained effective throughout the pandemic. We observed no evidence that any demographic group had worse outcomes following the forced switch to remote therapy.

Introduction: Problem-based learning (PBL) tutorials are recognized as an effective strategy for building clinical and research skills in modern-day medical education. Despite the wide adoption of this instructional strategy, worldwide research findings reported noticeable differences in the perceptions towards online versus face-to-face modes of PBL conduction among students and their tutors. Methods: This cross-sectional analytical study was conducted at the College of Medicine and Medical Sciences, Arabian Gulf University (CMMS-AGU), Kingdom of Bahrain, during the academic year 2022-2023. The study examined the differences in perceptions and preferences among students and tutors regarding online and faceto-face modes of PBL tutorials. The study also compared the performance of 3rd and 4th year medical students who were exposed to PBL tutorials through both modes. Results: The performance of students in tutorials in both modes revealed no statistically significant difference. The study found that tutors reported more positive perception toward the face-to-face mode compared to the online mode of conducting PBL tutorials than students, while students reported more positive perception toward the online mode compared to the face-to-face mode of conducting PBL tutorials than tutors. Several advantages and challenges of both modes were recounted by the students and tutors. Conclusion: Our study concludes that students were in favor of the online mode of conducting PBL sessions, while tutors were in favor of the face-to-face mode. Comparable performance of students in PBL tutorials implies that the online mode of conducting PBL tutorials might be as effective as the face-to-face mode for meeting teaching objectives and students' learning outcomes. The difference between perceptions of students and faculty can be attributed to multiple factors including generation difference, previous experiences, and digital literacy. It is recommended that faculty receive proper training for effectively adopting online modes of learning. [ABSTRACT FROM AUTHOR]

This mix-method study aimed to investigate the influence of communication media on the realization of the speech act of request in Arabic. Thus, it examined the number of words and the type of modification devices in the request of 40 Saudi female postgraduate students in equal power situations across two communication channels: face-to-face and WhatsApp text-based interactions. The data is collected using a discourse completion task with four situations that varied in the degree of imposition and social distance. The collected data was analyzed quantitatively and qualitatively. Two samples t-test was used to analyze the collected data along with a modified version of Blum-Kulka and Olshtain's (1984) coding scheme for categorizing the modification devices. The study found that participants produced more words in WhatsApp text-based communication than face-to-face communication, but no significant difference was found except in the context of (+I, +D). External modifiers were produced more than internal ones, especially grounders. Social distance influenced modifier frequency, while imposition only affected disarmers. The study implies modification devices are obligatory rather than optional in Saudi culture. [ABSTRACT FROM AUTHOR]

This service evaluation aimed to compare the outcomes for interventions for distressing voices that were delivered face-to-face (F2F) or remotely. It was hypothesised that F2F interventions would generate greater reductions in the primary outcome of the negative impact of voices, relative to remote delivery. Sixty-three patients (33 F2F; 30 remote) completed a baseline assessment, 4–8 sessions of intervention and a post-intervention assessment. At both assessments, patients completed questionnaires that measured voice hearing experiences, recovery, depression and anxiety. The primary outcome was negative impact of voices measured by the Hamilton Programme for Schizophrenia Voices Questionnaire-Emotional Subscale (HPSVQ-ES). A non-significant difference was found between groups. The Minimum Clinically Important Difference for the primary outcome was met for remote delivery and was within the confidence intervals for F2F. Given a larger sample size, these findings suggest that interventions may have generated clinically meaningful benefits, irrespective of the mode of delivery. Given the small sample size, it may be premature to draw any conclusions from this evaluation. However, the promising outcomes across modes of delivery suggest that it may be appropriate to offer patients a choice of how they wish to receive interventions for distressing voices. [ABSTRACT FROM AUTHOR]

The present study explored the comparability in performance scores between the computer-delivered and face-to-face modes for the two speaking tests in the Vietnamese Standardized Test of English Proficiency (VSTEP) (the VSTEP.2 and VSTEP.3–5 Speaking tests) according to Vietnam's Six-Level Foreign Language Proficiency Framework (VNFLPF) and test takers' experiences. Data were collected from 75 and 82 VSTEP.2 and VSTEP.3–5 university English-majored test takers respectively in both computer-delivered and face-to-face conditions. A counterbalanced research design was adopted to minimise mode order effects. After test completion, 30 of the test takers, 15 from each proficiency test, were interviewed in the focus group format of 3–4 members per group. The results indicated mixed, selective effects of the testing mode. Overall, test scores were comparable in the VSTEP.2 Speaking test but significantly higher in favour of the face-to-face mode for the VSTEP.3–5 Speaking test. However, the statistically significant difference was observed in only one measure of the many analytical criteria (content development in the former test, and pronunciation in the latter test) with mixed mode advantages. The interview data has provided rich refreshing insights into how test takers viewed each testing mode against real-life communication. Their experiences further revealed a wide range of affective preferences involved in the inherent affordances or constraints of each testing mode and their communication and performance/outcome orientation. The findings offer important implications for extrapolation, test preparation and administration, and test taker/rater training in the particular context of the two English speaking proficiency tests in Vietnam and perhaps beyond. [ABSTRACT FROM AUTHOR]

Background: The swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions. Methods: A comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students' perceptions of both online and in-class TBL methodologies were also surveyed. Results: Both online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting. Conclusions: Online TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments. [ABSTRACT FROM AUTHOR]

(1) Background: Loneliness is inherently linked to social connections, with interpersonal communication playing a pivotal role. Despite this connection, limited research exists on the relationship between loneliness and communication among young adults. This study investigates the correlation between face-to-face, telephone, and online communication frequencies and loneliness among individuals in their 20s. (2) Methods: Using a dataset from a nationwide survey conducted by the Japanese Cabinet Office, this study focuses on 1812 respondents aged 20–30, selected from a random sample of 20,000 individuals aged 16 and older across Japan. (3) Results: A Multivariate Logistic Regression Analysis reveals a significant association between communication frequency and loneliness, even after adjusting for demographic characteristics. Notably, decreased communication frequency across all modalities correlated with increased loneliness. Online communication exhibited the highest impact, followed by face-to-face communication, with phone call communication ranking last. (4) Conclusions: This study emphasizes the importance of seamlessly integrating social networking service (SNS)-based communication with various forms of social interaction. A well-balanced integration of these approaches is crucial for mitigating loneliness among young individuals and promoting positive mental health outcomes. [ABSTRACT FROM AUTHOR]

The internationalisation of universities and the ensuing policies mandating English as a medium of instruction made European universities impose corresponding requirements demanding a certain level of English language proficiency from their academic staff. Similarly, university-based teacher educators became subject to specific foreign language demands. This research focuses on university-based teacher educators who have been actively taking part in enhancing their academic English. The COVID-19 pandemic made for a prompt shift from face-to-face to online learning, providing for a comparison between the two learning environments. Since affective factors, including learning anxiety, may impact the success of language acquisition, the study addresses foreign language anxiety experienced by teacher educators when acquiring English for Academic Purposes in different learning modes. The research was conducted as a survey with the data obtained through administering the adapted Foreign Language Classroom Anxiety Scale to 80 respondents from the 7 universities working in teacher education, furthered by 4 online semi-structured interviews. The findings reveal overall low levels of anxiety, with a small increase in communication apprehension. Although there is no conclusive evidence about the decrease in anxiety in remote studies, the interview results are clearly demonstrative of the possibility of combining face-to-face and online learning modes.

Abstract The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p 0.05, T-test) and the remaining two modules were positively affected (p

Abstract Background Face-to-face group-based diabetes prevention programmes have been shown to be effective in many settings. Digital delivery may suit some patients, but research comparing the effectiveness of digital with face-to-face delivery is scarce. The aim was to assess if digital delivery of the English National Health Service Diabetes Prevention Programme (NHS DPP) is non-inferior to group-based face-to-face delivery in terms of weight change, and evaluate factors associated with differential change. Methods The study included those recruited to the NHS DPP in 2017–2018. Individual-level data from a face-to-face cohort was compared to two cohorts on a digital pilot who (i) were offered no choice of delivery mode, or (ii) chose digital over face-to-face. Changes in weight at 6 and 12 months were analysed using mixed effects linear regression, having matched participants from the digital pilot to similar participants from face-to-face. Results Weight change on the digital pilot was non-inferior to face-to-face at both time points: it was similar in the comparison of those with no choice (difference in weight change: -0.284 kg [95% CI: -0.712, 0.144] at 6 months) and greater in digital when participants were offered a choice (-1.165 kg [95% CI: -1.841, -0.489]). Interactions between delivery mode and sex, ethnicity, age and deprivation were observed. Conclusions Digital delivery of the NHS DPP achieved weight loss at least as good as face-to-face. Patients who were offered a choice and opted for digital experienced better weight loss, compared to patients offered face-to-face only.

The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p < 0.05, T-test). One module was unaffected (p > 0.05, T-test) and the remaining two modules were positively affected (p < 0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not significant (p < 0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-to-face delivery, with an associated increase in required reassessments. Although there are positive benefits to incorporating an element of online learning for students, it is important to utilise this information in future module delivery planning to support the varying student cohorts of the future. [ABSTRACT FROM AUTHOR]

This paper presents findings from a quasi-experimental study that examined the effect of corrective feedback (CF) on L2 pragmatics, specifically comparing Face-to-Face (FF) and Technology-Mediated (TM) modes. The study involved a total of forty-four ESL students from three parallel intact classes. The primary focus of this paper is to report the results obtained from data collected through production tasks employing Role-play scenarios. To analyze the data, a mixed-model Analysis of Variance was conducted, examining the main and interaction effects of CF, delivery mode (FF and TM), speech act type (request and refusal), and time (pre-test, post-test, and delayed post-test). The results demonstrated that CF had a substantial positive effect on L2 pragmatic production, resulting in significant overall improvement. Furthermore, the results showed that both FF and TM modes of CF were similarly effective for enhancing pragmatic production. Additionally, the study demonstrated that the effects of CF on pragmatic production were durable and long-lasting. Altogether, these findings support the utilization of corrective feedback in technology-mediated language instruction within L2 classrooms. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this research is to evaluate e-PBL tutorials and compare these sessions with face-to-face PBL sessions. Materials and Methods: This research is a program evaluation study in which quantitative methods were used. In the research, four 90-minute e-PBL sessions held between April and June 2020 were evaluated. Sessions conducted online were realised using the seven-step approach in groups of 13-14 students and a tutor. Video recordings were analysed with the thin slicing method. In addition, various quantitative data on evaluation were analysed using multiple tools and materials, including the end-of-program evaluation form. Friedman test and Mann-Whitney U test were used in the analyses of quantitative data. Results: Upon evaluating the analyses of the feedback received from the students about the structure, content and process of the program regarding the e-PBL tutorials, the students gave a positive opinion of 80% or more. In regards with the cases, the students had positive opinions of over 80% in terms of "motivation for learning and researching", "daily life and its relation to their individual development", "suitability to their levels of knowledge and skills", "reinforcement of topics". Support, guidance and feedback received from the tutor as a group and individually during online tutorials were statistically significantly higher than the face-to-face PBL tutorials (P<0.05). Conclusion: Research on the effectiveness of e-PBL tutorials, including ours, point out that e-PBL practices may constitute a viable alternative besides face-to face ones. However, for a sounder framing and better results, the subject should be studied in different aspects and more evidences be gathered in this area. These studies will provide evidence to educational institutions and practitioners on how to adapt and modify educational practices, including PBL. [ABSTRACT FROM AUTHOR]

This qualitative exploration is a follow-up study to the quantitative research published in a peer-reviewed international journal in 2023. Generally, the study delved into the transition experiences and preferences of 20 Filipino education supervisors in relation to their supervisory practices in over 80 Philippine public schools. Through validated open-ended interview questions, the responses were gathered and subsequently subjected to thematic analysis, which resulted in the emergence of the following themes: (1) the adjustments and challenges of the supervisors as they switched back from technology-assisted to in-person supervision; and (2) their preferred mode of supervision in the new normal of education. [ABSTRACT FROM AUTHOR]

Background: Insomnia is a prevalent condition with significant health, societal, and economic impacts. Cognitive behavioral therapy for insomnia (CBTI) is recommended as the first-line treatment. With limited accessibility to in-person--delivered CBTI (ipCBTI), electronically delivered eHealth CBTI (eCBTI), ranging from telephone- and videoconference-delivered interventions to fully automated web-based programs and mobile apps, has emerged as an alternative. However, the relative efficacy of eCBTI compared to ipCBTI has not been conclusively determined. Objective: This study aims to test the comparability of eCBTI and ipCBTI through a systematic review and meta-analysis of equivalence based on randomized controlled trials directly comparing the 2 delivery formats. Methods: A comprehensive search across multiple databases was conducted, leading to the identification and analysis of 15 unique randomized head-to-head comparisons of ipCBTI and eCBTI. Data on sleep and nonsleep outcomes were extracted and subjected to both conventional meta-analytical methods and equivalence testing based on predetermined equivalence margins derived from previously suggested minimal important differences. Supplementary Bayesian analyses were conducted to determine the strength of the available evidence. Results: The meta-analysis included 15 studies with a total of 1083 participants. Conventional comparisons generally favored ipCBTI. However, the effect sizes were small, and the 2 delivery formats were statistically significantly equivalent (P<.05) for most sleep and nonsleep outcomes. Additional within-group analyses showed that both formats led to statistically significant improvements (P<.05) in insomnia severity; sleep quality; and secondary outcomes such as fatigue, anxiety, and depression. Heterogeneity analyses highlighted the role of treatment duration and dropout rates as potential moderators of the differences in treatment efficacy. Conclusions: eCBTI and ipCBTI were found to be statistically significantly equivalent for treating insomnia for most examined outcomes, indicating eCBTI as a clinically relevant alternative to ipCBTI. This supports the expansion of eCBTI as a viable option to increase accessibility to effective insomnia treatment. Nonetheless, further research is needed to address the limitations noted, including the high risk of bias in some studies and the potential impact of treatment duration and dropout rates on efficacy. [ABSTRACT FROM AUTHOR]

The internationalisation of universities and the ensuing policies mandating English as a medium of instruction made European universities impose corresponding requirements demanding a certain level of English language proficiency from their academic staff. Similarly, university-based teacher educators became subject to specific foreign language demands. This research focuses on university-based teacher educators who have been actively taking part in enhancing their academic English. The COVID-19 pandemic made for a prompt shift from face-to-face to online learning, providing for a comparison between the two learning environments. Since affective factors, including learning anxiety, may impact the success of language acquisition, the study addresses foreign language anxiety experienced by teacher educators when acquiring English for Academic Purposes in different learning modes. The research was conducted as a survey with the data obtained through administering the adapted Foreign Language Classroom Anxiety Scale to 80 respondents from the 7 universities working in teacher education, furthered by 4 online semi-structured interviews. The findings reveal overall low levels of anxiety, with a small increase in communication apprehension. Although there is no conclusive evidence about the decrease in anxiety in remote studies, the interview results are clearly demonstrative of the possibility of combining face-to-face and online learning modes. [ABSTRACT FROM AUTHOR]

This study examined the effects of four types of self-disclosure on the life satisfaction of Chinese international students studying in Japan. Using an online survey, the study found that offline self-disclosure predicted life satisfaction both directly and indirectly, mediated by received social support and perceived social support, while the direct effect of online self-disclosure was not significant. All four types of self-disclosures predicted received social support, while the social support obtained from host nationals online did not affect perceived support. The analysis also revealed that the paths were moderated by the length of residence in Japan. Only online self-disclosure positively and directly predicted life satisfaction for newcomers, while only offline self-disclosure did for those who had stayed longer. Offline received social support was perceived as helpful for both groups, while that of online predicted perceived social support only for newcomers. Theoretical implications and limitations were discussed. [ABSTRACT FROM AUTHOR]

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Background: Face-to-face group-based diabetes prevention programmes have been shown to be effective in many settings. Digital delivery may suit some patients, but research comparing the effectiveness of digital with face-to-face delivery is scarce. The aim was to assess if digital delivery of the English National Health Service Diabetes Prevention Programme (NHS DPP) is non-inferior to group-based face-to-face delivery in terms of weight change, and evaluate factors associated with differential change. Methods: The study included those recruited to the NHS DPP in 2017–2018. Individual-level data from a face-to-face cohort was compared to two cohorts on a digital pilot who (i) were offered no choice of delivery mode, or (ii) chose digital over face-to-face. Changes in weight at 6 and 12 months were analysed using mixed effects linear regression, having matched participants from the digital pilot to similar participants from face-to-face. Results: Weight change on the digital pilot was non-inferior to face-to-face at both time points: it was similar in the comparison of those with no choice (difference in weight change: -0.284 kg [95% CI: -0.712, 0.144] at 6 months) and greater in digital when participants were offered a choice (-1.165 kg [95% CI: -1.841, -0.489]). Interactions between delivery mode and sex, ethnicity, age and deprivation were observed. Conclusions: Digital delivery of the NHS DPP achieved weight loss at least as good as face-to-face. Patients who were offered a choice and opted for digital experienced better weight loss, compared to patients offered face-to-face only. [ABSTRACT FROM AUTHOR]

Introduction: Virtual TBL is an online adaptation of the team-based learning (TBL) instructional strategy, emphasizing collaborative learning and problem-solving. The emergency shift to virtual TBL during the COVID-19 pandemic presented unique challenges. This study aims to 1) compare overall pharmacy students' perceptions and attitudes toward face-to-face (FTF) TBL vs. virtual TBL in the didactic curriculum and stratify their perceptions and attitudes by various students' characteristics; 2) evaluate students' perceptions of the strengths and weaknesses of virtual TBL. Methods: This mixed-methods, pre-post, cross-sectional study utilized an anonymous survey to collect the data. Pharmacy students completed a survey to compare their perceptions and attitudes toward learning, class experience, learning outcomes achieved, and satisfaction with FTF TBL vs. virtual TBL using a 5-point Likert-type scale. Additionally, the survey included two open-ended questions to gather students' perceptions of the strengths and weaknesses of virtual TBL. Quantitative survey data were analyzed using the Wilcoxon matched-pairs signed rank exact test, while qualitative survey data were analyzed using thematic analysis. Results: A total of 117 students (response rate of 59.4%) completed the study survey. Pharmacy students perceived FTF TBL to be superior to virtual TBL in their attitudes toward learning, class experience, learning outcomes achieved, and overall satisfaction across various students' characteristics. While the students identified some unique strengths of using virtual TBL, they also highlighted several weaknesses of using this learning modality compared to FTF TBL. Conclusions: Pharmacy students perceived FTF TBL to be superior to virtual TBL across various students' characteristics. These findings can be helpful to pharmacy programs considering the implementation of virtual TBL in their didactic curricula. Future research should explore whether a purposefully designed virtual TBL environment, as opposed to the pandemic-driven emergency TBL planning, can influence students' perceptions and attitudes toward virtual TBL. [ABSTRACT FROM AUTHOR]

Purpose: This systematic review assesses the effectiveness of face-to-face and online delivery modes of continuing professional development (CPD) for science teachers. It focuses on three aspects: evaluating the effectiveness of these modes, summarizing the literature on the factors influencing them, and conducting a comparative analysis of their advantages. Methods: The research team employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method and the Mixed Methods Appraisal Tool (MMAT) for article quality assessment. A total of 12 articles, selected from a potential 82, were included in the study. Results: This research suggests that the face-to-face and online CPD modes are equally effective and that external factors, such as psychological variables and establishing communication communities, influence their effectiveness. Face-to-face CPD fosters communication communities, while online CPD offers geographical flexibility and cost-saving benefits. Implications: The effectiveness of face-to-face and online CPD relies on external psychosocial factors. Future research should focus on strategies to enhance participants' communication engagement in online communities. Additionally, it is worth conducting further investigations of the potential relationships between psychosocial variables and the effectiveness of online CPD, along with the impact of digital skills on online CPD. [ABSTRACT FROM AUTHOR]

The study investigated the prevalence of suicidal ideation among the undergraduates of a Nigerian university. It determined the individual and relative effectiveness of face-to-face, online and blended modes of counselling on suicidal ideation, and the moderating influences of self-concept and peer relationship. The study adopted a pre-test, post-test experimental control group design and a sample of 1200 undergraduates selected by multi stage sampling. Data were collected using the "Adult Suicidal Ideation Questionnaire" developed by Reynolds (1991) and were analyzed using Kruskal Wallis H-test, Wilcoxon ranked test, ANCOVA and Two-way ANOVA. The results showed that although, all the three counselling modes were found to be effective on suicidal ideation, the blended modes were found to be the most effective (F= 7.511, p<.05). Self-concept had a significant moderating influence on the three counselling modes (F= 8.952, p<.05) while peer relationship did not (F= 3.152, p>.05). [ABSTRACT FROM AUTHOR]

Online learning has attracted attention from academics and educators for several decades. Online learning plays a significant role in many educational institutions, including higher vocational hospitality colleges, especially during the COVID-19 outbreak. However, students' learning experience of online and face-to-face higher vocational hospitality courses is scarcely understood. To fill this research gap, a higher vocational college in China is selected as a case study to conduct a comparative study. Results show that students scored higher in face-to-face hospitality course learning experience than in online courses. Theoretical and practical implications are provided accordingly. [ABSTRACT FROM AUTHOR]

IntroductionProblem-based learning (PBL) tutorials are recognized as an effective strategy for building clinical and research skills in modern-day medical education. Despite the wide adoption of this instructional strategy, worldwide research findings reported noticeable differences in the perceptions towards online versus face-to-face modes of PBL conduction among students and their tutors.MethodsThis cross-sectional analytical study was conducted at the College of Medicine and Medical Sciences, Arabian Gulf University (CMMS-AGU), Kingdom of Bahrain, during the academic year 2022-2023. The study examined the differences in perceptions and preferences among students and tutors regarding online and face-to-face modes of PBL tutorials. The study also compared the performance of 3rd and 4th year medical students who were exposed to PBL tutorials through both modes.ResultsThe performance of students in tutorials in both modes revealed no statistically significant difference. The study found that tutors reported more positive perception toward the face-to-face mode compared to the online mode of conducting PBL tutorials than students, while students reported more positive perception toward the online mode compared to the face-to-face mode of conducting PBL tutorials than tutors. Several advantages and challenges of both modes were recounted by the students and tutors.ConclusionOur study concludes that students were in favor of the online mode of conducting PBL sessions, while tutors were in favor of the face-to-face mode. Comparable performance of students in PBL tutorials implies that the online mode of conducting PBL tutorials might be as effective as the face-to-face mode for meeting teaching objectives and students’ learning outcomes. The difference between perceptions of students and faculty can be attributed to multiple factors including generation difference, previous experiences, and digital literacy. It is recommended that faculty receive proper training for effectively adopting online modes of learning.