In order to address the loss of crystallographic training opportunities resulting from the cancelation of conventional schools around the world due to the COVID-19 pandemic, we have started an online crystallography school with live lectures and live Q&A using Zoom Webinar. Since we were trying to reach a large audience in a relatively short period, we have limited the school to ten 1 h lectures covering practical aspects of small molecule crystallography including data collection, data processing, and structure solution. In the school, we also covered some advanced topics that students commonly see in their work: absolute structure determination, twinning, and disorder. To round out the education, we provided lectures on macromolecular crystallography and powder diffraction. For students to practice on their own, we used freely available data reduction and structure solution software, as well as datasets with which to practice. To give students credit for course completion, we provided an online exam and an electronic certificate of completion. In this editorial, we will provide some insight into the issues of holding lectures with up to 750 students of very diverse backgrounds and review the efficacy of the school in teaching crystallography for the two cohorts of students.

中文翻译：

---

使用 Zoom 网络研讨会教授大型晶体学学校


为了解决因 COVID-19 大流行而导致世界各地传统学校取消而造成的晶体学培训机会的损失，我们开设了一所在线晶体学学校，使用 Zoom 网络研讨会进行现场讲座和现场问答。由于我们试图在相对较短的时间内吸引大量受众，因此我们将学校限制为 10 场 1 小时的讲座，涵盖小分子晶体学的实际方面，包括数据收集、数据处理和结构解决方案。在学校里，我们还讨论了学生在作业中常见的一些高级主题：绝对结构确定、孪生和无序。为了完善教育，我们提供了有关高分子晶体学和粉末衍射的讲座。为了让学生自己练习，我们使用了免费提供的数据缩减和结构解决方案软件以及用于练习的数据集。为了给学生完成课程的学分，我们提供了在线考试和电子结业证书。在这篇社论中，我们将深入探讨为多达 750 名背景各异的学生举办讲座的问题，并回顾学校在为这两批学生教授晶体学方面的成效。