الفهرس 
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Abstract
from our previous study, we can conclude the following:
1. The learners had a positive perception of the online learning environment in Trauma B course.
2. All the domains of the COI were high. However, the social presence was the lowest. Social presence needs more efforts to be secured.
3. Blended learning is not just “a quick fix” tool. In contrary, it requires proper design in which the three aspects of teacher presence, social presence and cognitive presence are well presented.
4. In clinical teaching, we can make benefit of both online and face-to-face designs via blended education and using the up-to-date educational technologies.
5. Face-to-face teaching is proper for teaching and learning of clinical skills. Well-designed clinical training and assessment are needed to enrich the learning experience and competency.
6. The blended education has a significant positive impact on the learners’ academic achievement as compared to the traditional face-to-face education.
7. Synchronous online education is more preferred by most of our learners than the asynchronous education.
8. Technological skills, pedagogical as well as content knowledge are required for the online instructors.