PT  - JOURNAL ARTICLE
AU  - Koji Nakaya
AU  - Eisuke Yasuda
AU  - Hiroe Muto
AU  - Kanae Matsuura
AU  - Ryo Higashide
AU  - Nobuyuki Arai
TI  - Educational effect of remote lessons
AID  - 10.2967/jnmt.120.258194
DP  - 2020 Dec 01
TA  - Journal of Nuclear Medicine Technology
PG  - jnmt.120.258194
4099  - http://tech.snmjournals.org/content/early/2020/12/23/jnmt.120.258194.short
4100  - http://tech.snmjournals.org/content/early/2020/12/23/jnmt.120.258194.full
AB  - In the latter half of 2019, COVID-19 began spreading worldwide. To prevent COVID-19 infection, all teaching at Suzuka University of Medical Sciences from April to June 2020 took place as remote lectures, not in the face-to-face format. This study analyzes post-lecture questionnaire responses regarding face-to-face and remote teaching in the subject of Nuclear Medicine Examination Technology. We examine the educational effect of using remote lectures. Methods: We conducted a questionnaire survey among students by means of a five-point evaluation scale about satisfaction, comprehension, concentration, preparation, reviewing, and the question environment for face-to-face and remote lectures. Results: We present the results as means and standard deviations. Satisfaction results for face-to-face and remote lectures were 3.30 ± 0.72 and 3.36 ± 0.88, respectively. Comprehension results for face-to-face and remote lectures were 3.30 ± 0.71 and 3.30 ± 0.83, respectively. Concentration results for face-to-face and remote lectures were 3.50 ± 0.69 and 3.05 ± 0.90, respectively. The preparation results for face-to-face and remote lectures were 2.57 ± 0.88 and 2.67 ± 0.94, respectively. The reviewing results for face-to-face and remote lectures were 2.84 ± 0.85 and 3.39 ± 0.89, respectively. The question environment results for face-to-face and remote lectures lessons were 2.94 ± 0.90 and 3.43 ± 0.84, respectively. There were no significant differences between face-to-face and remote lectures in terms of satisfaction, comprehension, and preparation. There were significant differences between face-to-face and remote lectures in terms of concentration, reviewing, and the questioning environment (P < 0.001). Conclusion: This comparative analysis of the post-lecture questionnaire responses for face-to-face and remote formats in Nuclear Medicine Examination Technology showed that remote lectures have a strong educational effect. We believe that, in future, remote lectures should be considered as a tool in student education.