Student Preference on Teaching Mode and the Impact of Remote Teaching on Academic Performance in Undergraduate Orthodontics Course, a Follow-Up Study.

The number of students with a correct answer to both questions on each of the 19 topics was higher in those topics taught in‐class as compared to the topics taught remotely ( r s = −0.492, p = 0.032, n = 19), indicating a meaningful association although the difference did not reach statistical significance ( U = 42.5, p = 0.842).

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