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A comparative analysis of the impact of online, blended, and face-to-face learning on medical students’ clinical competency in the affective, cognitive, and psychomotor domains

Crossref DOI link: https://doi.org/10.1186/s12909-022-03777-x

Published Online: 2022-11-01

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Enoch, L. C.

Abraham, R. M.

Singaram, V. S.
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Text and Data Mining valid from 2022-11-01

Version of Record valid from 2022-11-01
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Article History

Received: 7 June 2022

Revised: 8 September 2022

Accepted: 29 September 2022

First Online: 1 November 2022

Declarations

:

: Research involving human participants, human material, or human data must have been performed in accordance with the Declaration of Helsinki. Ethical approval for this study was granted by the University of KwaZulu-Natal’s ethics committee (approval number HSSREC/00003459/2021). Informed consent was obtained. The authors confirm that all methods were carried out in accordance with UKZN’s guidelines and regulations.

: Not applicable.

: The authors declare that they have no competing interests.

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