新冠疫情后利用远程学习模型（PACT）™的横断面定性研究。

BACKGROUND: COVID - 19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression. AIM OF THE WORK: This work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning. METHODS: This qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole. RESULTS: Participants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method. CONCLUSION: In order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators' decisions to minimize the downsides for the good of the learning process.

背景：COVID-19 大流行迫使全球医学院转向远程学习（DL），作为确保学生学业进展的令人满意的内容交付的替代方式。

工作目的：这项工作旨在绘制 COVID 后规划的优先事项，以更好地平衡远程学习和面对面学习。

方法：这项定性研究旨在使用连续性和转型的极性方法（PACT）™开发使用 DL 的模型。与来自 19 个国家的 79 名教师进行了虚拟映射会议。他们分组工作，以确定面对面教学和 DL 的优缺点。生成了一个初始极性图，确定了五个紧张区域；教师、学生、课程、社会方面和物流。根据该地图生成了 63 项评估工具，进行了试点，然后作为自我评估进行分发。该评估的结果用于另一个映射会议，以讨论每个极点的警示信号和行动步骤，以维持优点并避免缺点。

结果：参与者一致认为，面对面教学使他们能够激励学生并与他们建立有意义的联系。他们还一致认为，DL 为大多数学生提供了良好的环境。然而，有经济困难和特殊需求的学生可能没有平等的机会获得技术。至于社会问题，参与者一致认为，面对面学习通过增强团队合作提供了更好的专业精神机会。认知、沟通和临床技能在面对面教学中效果最佳。参与者一致认为，与面对面学习相比，进行 DL 的物流要复杂得多。参与者为每种方法确定了大约 10 个警示信号，需要不断监测这些警示信号，以尽量减少过于关注一个极点而牺牲另一个极点的缺点。确定了行动步骤，以确保在任何一种方法中都能得到优化使用。

结论：为了规划未来，我们需要了解教育在极性背景下的动态。教育者需要明白，DL 的选择，尽管在 COVID 时代是作为一种别无选择的解决方案强加的，但它一直是一种可能的替代方案，并且在这个时代之后将继续存在。极性映射和利用的价值使我们能够最大限度地发挥每种方法的优势，并指导教育者的决策，以减少学习过程的缺点。