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Brief report
Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study
Sun Kim, A Ra Cho, Chul Woon Chung
J Educ Eval Health Prof. 2022;19:32.   Published online November 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.32
  • 114 View
  • 28 Download
AbstractAbstract PDFSupplementary Material
This study aimed to find the self-directed learning quotient and common learning types of pre-medical students through the confirmation of 4 characteristics of learning strategies, including personality, motivation, emotion, and behavior. The response data were collected from 277 out of 294 target first-year pre-medical students from 2019 to 2021, using the Multi-Dimensional Learning Strategy Test 2nd edition. The most common learning type was a self-directed type (44.0%), stagnant type (33.9%), latent type (14.4%), and conscientiousness type (7.6%). The self-directed learning index was high (29.2%), moderate (24.6%), somewhat high (21.7%), somewhat low (14.4%), and low (10.1%). This study confirmed that many students lacked self-directed learning capabilities for learning strategies. In addition, it was found that the difficulties experienced by each student were different, and the variables resulting in difficulties were also diverse. It may provide insights into how to develop programs that can help students increase their self-directed learning capability.
Research article
Medical student selection process enhanced by improving selection algorithms and changing the focus of interviews in Australia: a descriptive study
Boaz Shulruf, Gary Mayer Velan, Sean Edward Kennedy
J Educ Eval Health Prof. 2022;19:31.   Published online November 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.31
  • 93 View
  • 15 Download
AbstractAbstract PDFSupplementary Material
Purpose
The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives.
Methods
Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables.
Results
Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R2=9.4%–17.8% vs. R2=1.5%–8.4%).
Conclusion
The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers’ diverse perspectives.
Educational/faculty development materialses
Environmental management education using immersive virtual reality in asthmatic children in Korea: a randomized controlled study (secondary publication)  
Seung Hyun Kim, Sang Hyun Park, Insoon Kang, Yuyoung Song, Jaehoon Lim, Wonsuck Yoon, Young Yoo
J Educ Eval Health Prof. 2022;19:15.   Published online July 11, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.15
  • 4,717 View
  • 189 Download
  • 2 Citations
AbstractAbstract PDFSupplementary Material
Awareness of environmental control is considered a significant influence on the performance of asthma self-management behaviors, which are involved in maintaining effective asthma control. This study aimed to investigate whether immersive virtual reality (VR) education is effective in environmental control education for asthmatic children in Korea. Thirty asthmatic children aged 9 to 13 years with aeroallergen sensitization were enrolled. Environmental control education for asthmatic participants was performed using immersive VR (VR group) or conventional leaflets provided by asthma specialists (control group). Five questionnaires, on awareness of environmental control, memory, assessment of intent to act, a satisfaction test, and an Asthma Control Test (ACT), were used to estimate the effects of education. The scores for awareness of environmental control, memory, and intent to act significantly increased after education in both groups, and the scores remained high until 4 weeks after education. Both groups’ ACT scores were consistently high before and 4 weeks after education. Satisfaction scores were very high in the VR group. The increased scores in awareness of environmental control and intent to act indicate that the environmental control education using VR is worthy of attention as an effective educational tool for asthma management. Further developed techniques, including active environmental interventions by participants in VR, could be applied to effective asthma management.

Citations

Citations to this article as recorded by  
  • A Systematic Review of Randomized Controlled Trials on Virtual Reality Application in Pediatric Patients
    Ashish Varma, Waqar M Naqvi, Salima Mulla, Samana Syed, Sumit Thakur, Sakshi P Arora, Anuj R Varma, Smruti Besekar
    Cureus.2022;[Epub]     CrossRef
  • Medical students’ self-assessed efficacy and satisfaction with training on endotracheal intubation and central venous catheterization with smart glasses in Taiwan: a non-equivalent control-group pre- and post-test study
    Yu-Fan Lin, Chien-Ying Wang, Yen-Hsun Huang, Sheng-Min Lin, Ying-Ying Yang
    Journal of Educational Evaluation for Health Professions.2022; 19: 25.     CrossRef
Environmental management education using immersive virtual reality in asthmatic children in Korea: a randomized controlled study (secondary publication)  
Seung Hyun Kim, Sang Hyun Park, Insoon Kang, Yuyoung Song, Jaehoon Lim, Wonsuck Yoon, Young Yoo
J Educ Eval Health Prof. 2022;19:15.   Published online July 11, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.15
  • 4,717 View
  • 189 Download
  • 2 Citations
AbstractAbstract PDFSupplementary Material
Awareness of environmental control is considered a significant influence on the performance of asthma self-management behaviors, which are involved in maintaining effective asthma control. This study aimed to investigate whether immersive virtual reality (VR) education is effective in environmental control education for asthmatic children in Korea. Thirty asthmatic children aged 9 to 13 years with aeroallergen sensitization were enrolled. Environmental control education for asthmatic participants was performed using immersive VR (VR group) or conventional leaflets provided by asthma specialists (control group). Five questionnaires, on awareness of environmental control, memory, assessment of intent to act, a satisfaction test, and an Asthma Control Test (ACT), were used to estimate the effects of education. The scores for awareness of environmental control, memory, and intent to act significantly increased after education in both groups, and the scores remained high until 4 weeks after education. Both groups’ ACT scores were consistently high before and 4 weeks after education. Satisfaction scores were very high in the VR group. The increased scores in awareness of environmental control and intent to act indicate that the environmental control education using VR is worthy of attention as an effective educational tool for asthma management. Further developed techniques, including active environmental interventions by participants in VR, could be applied to effective asthma management.

Citations

Citations to this article as recorded by  
  • A Systematic Review of Randomized Controlled Trials on Virtual Reality Application in Pediatric Patients
    Ashish Varma, Waqar M Naqvi, Salima Mulla, Samana Syed, Sumit Thakur, Sakshi P Arora, Anuj R Varma, Smruti Besekar
    Cureus.2022;[Epub]     CrossRef
  • Medical students’ self-assessed efficacy and satisfaction with training on endotracheal intubation and central venous catheterization with smart glasses in Taiwan: a non-equivalent control-group pre- and post-test study
    Yu-Fan Lin, Chien-Ying Wang, Yen-Hsun Huang, Sheng-Min Lin, Ying-Ying Yang
    Journal of Educational Evaluation for Health Professions.2022; 19: 25.     CrossRef
Research articles
Simulation-based training using a novel Surabaya hysterectomy mannequin following video demonstration to improve abdominal hysterectomy skills of obstetrics and gynecology residents during the COVID-19 pandemic in Indonesia: a pre- and post-intervention study  
Dara Dasawulansari Syamsuri, Brahmana Askandar Tjokroprawiro, Eighty Mardiyan Kurniawati, Budi Utomo, Djoko Kuswanto
J Educ Eval Health Prof. 2022;19:11.   Published online May 17, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.11
  • 2,198 View
  • 259 Download
AbstractAbstract PDFSupplementary Material
Purpose
During the coronavirus disease 2019 (COVID-19) pandemic, the number of abdominal hysterectomy procedures decreased in Indonesia. The existing commercial abdominal hysterectomy simulation model is expensive and difficult to reuse. This study compared residents’ abdominal hysterectomy skills after simulation-based training using the Surabaya hysterectomy mannequin following a video demonstration.
Methods
We randomized 3rd- and 4th-year obstetrics and gynecology residents to a video-based group (group 1), a simulation-based group (group 2), and a combination group (group 3). Abdominal hysterectomy skills were compared between before and after the educational intervention. The pre- and post-tests were scored by blinded experts using the validated Objective Structured Assessment of Technical Skills (OSATS) and Global Rating Scale (GRS).
Results
A total of 33 residents were included in the pre- and post-tests. The OSATS and GRS mean differences after the intervention were higher in group 3 than in groups 1 and 2 (OSATS: 4.64 [95% CI, 2.90–6.37] vs. 2.55 [95% CI, 2.19–2.90] vs. 3.82 [95% CI, 2.41–5.22], P=0.047; GRS: 10.00 [95% CI, 7.01–12.99] vs. 5.18 [95% CI, 3.99–6.38] vs. 7.18 [95% CI, 6.11–8.26], P=0.006). The 3rd-year residents in group 3 had greater mean differences in OSATS and GRS scores than the 4th-year residents (OSATS: 5.67 [95% CI, 2.88–8.46]; GRS: 12.83 [95% CI, 8.61–17.05] vs. OSATS: 3.40 [95% CI, 0.83–5.97]; GRS: 5.67 [95% CI, 2.80–8.54]).
Conclusion
Simulation-based training using the Surabaya hysterectomy mannequin following video demonstration can be a bridge to learning about abdominal hysterectomy for residents who had less surgical experience during the COVID-19 pandemic.
Doctoral physical therapy students’ increased confidence following exploration of active video gaming systems in a problem-based learning curriculum in the United States: a pre- and post-intervention study  
Michelle Elizabeth Wormley, Wendy Romney, Diana Veneri, Andrea Oberlander
J Educ Eval Health Prof. 2022;19:7.   Published online April 26, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.7
  • 4,845 View
  • 269 Download
AbstractAbstract PDFSupplementary Material
Purpose
Active video gaming (AVG) is used in physical therapy (PT) to treat individuals with a variety of diagnoses across the lifespan. The literature supports improvements in balance, cardiovascular endurance, and motor control; however, evidence is lacking regarding the implementation of AVG in PT education. This study investigated doctoral physical therapy (DPT) students’ confidence following active exploration of AVG systems as a PT intervention in the United States.
Methods
This pretest-posttest study included 60 DPT students in 2017 (cohort 1) and 55 students in 2018 (cohort 2) enrolled in a problem-based learning curriculum. AVG systems were embedded into patient cases and 2 interactive laboratory classes across 2 consecutive semesters (April–December 2017 and April–December 2018). Participants completed a 31-question survey before the intervention and 8 months later. Students’ confidence was rated for general use, game selection, plan of care, set-up, documentation, setting, and demographics. Descriptive statistics and the Wilcoxon signed-rank test were used to compare differences in confidence pre- and post-intervention.
Results
Both cohorts showed increased confidence at the post-test, with median (interquartile range) scores as follows: cohort 1: pre-test, 57.1 (44.3–63.5); post-test, 79.1 (73.1–85.4); and cohort 2: pre-test, 61.4 (48.0–70.7); post-test, 89.3 (80.0–93.2). Cohort 2 was significantly more confident at baseline than cohort 1 (P<0.05). In cohort 1, students’ data were paired and confidence levels significantly increased in all domains: use, Z=-6.2 (P<0.01); selection, Z=-5.9 (P<0.01); plan of care, Z=-6.0 (P<0.01); set-up, Z=-5.5 (P<0.01); documentation, Z=-6.0 (P<0.01); setting, Z=-6.3 (P<0.01); and total score, Z=-6.4 (P<0.01).
Conclusion
Structured, active experiences with AVG resulted in a significant increase in students’ confidence. As technology advances in healthcare delivery, it is essential to expose students to these technologies in the classroom.
Educational/Training materialses
Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile  
Sandra Oyarzo Torres, Mónica Espinoza Barrios
J Educ Eval Health Prof. 2022;19:6.   Published online March 24, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.6
  • 2,688 View
  • 217 Download
  • 1 Citations
AbstractAbstract PDFSupplementary Material
This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

Citations

Citations to this article as recorded by  
  • Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
    Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
    Pharmacy.2022; 10(6): 157.     CrossRef
Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile  
Sandra Oyarzo Torres, Mónica Espinoza Barrios
J Educ Eval Health Prof. 2022;19:6.   Published online March 24, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.6
  • 2,688 View
  • 217 Download
  • 1 Citations
AbstractAbstract PDFSupplementary Material
This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

Citations

Citations to this article as recorded by  
  • Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
    Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
    Pharmacy.2022; 10(6): 157.     CrossRef
Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile  
Sandra Oyarzo Torres, Mónica Espinoza Barrios
J Educ Eval Health Prof. 2022;19:6.   Published online March 24, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.6
  • 2,688 View
  • 217 Download
  • 1 Citations
AbstractAbstract PDFSupplementary Material
This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

Citations

Citations to this article as recorded by  
  • Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
    Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
    Pharmacy.2022; 10(6): 157.     CrossRef
Educational/faculty development materials
Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation  
Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh
J Educ Eval Health Prof. 2022;19:5.   Published online February 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.5
  • 2,752 View
  • 399 Download
  • 1 Citations
AbstractAbstract PDFSupplementary Material
Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Citations

Citations to this article as recorded by  
  • Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
    Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
    Educación Médica.2022; 23(5): 100758.     CrossRef
Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation  
Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh
J Educ Eval Health Prof. 2022;19:5.   Published online February 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.5
  • 2,752 View
  • 399 Download
  • 1 Citations
AbstractAbstract PDFSupplementary Material
Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Citations

Citations to this article as recorded by  
  • Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
    Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
    Educación Médica.2022; 23(5): 100758.     CrossRef
Research article
Obstetrics and gynecology residents’ satisfaction and self-confidence after an anal sphincter injury simulation-based workshop in Indonesia: a pre- and post-intervention comparison study  
Riska Wahyuningtyas, Eighty Mardiyan Kurniawati, Budi Utomo, Gatut Hardianto, Hari Paraton, Tri Hastono, Djoko Kuswanto
J Educ Eval Health Prof. 2022;19:4.   Published online February 14, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.4
  • 3,113 View
  • 404 Download
AbstractAbstract PDFSupplementary Material
Purpose
Obstetric anal sphincter injury is one of the most common complications during delivery. Simulation models with manikins can be used as an effective medical learning method to improve students’ abilities before encountering patients. The present study aimed to describe the development of an anal sphincter injury model and to assess residents’ satisfaction and self-confidence after a perineal repair workshop with an anal sphincter injury simulator in Indonesia.
Methods
This was a cross-sectional study with evaluation of outcomes before and after the workshop. We created a silicone-latex simulation anal sphincter injury model. Then, we validated this simulation and used it as a simulation model for the workshop. We asked residents about their satisfaction with repairing anal sphincter injuries using a simulation model and residents’ self-confidence when practicing anal sphincter injury repair.
Results
All residents felt the simulation-based workshop was valuable (100%). Most of the scores for the similarity of the simulation model were good (about 8 out of maximum 10). The self-assessment of confidence was measured before and after the workshop. Overall self-confidence increased significantly after the workshop in identifying the external sphincter ani (EAS) (P=0.031), suturing the anal mucosa (P=0.001), suturing the internal sphincter ani (P=0.001), suturing the EAS (P<0.001), and evaluating the sphincter ani tone (P=0.016).
Conclusion
The anal sphincter injury simulator improved residents’ self-confidence in identifying the EAS, suturing the anal mucosa, suturing the internal sphincter ani, suturing the EAS, and evaluating sphincter ani tone.
Editorial
How to train health personnel to protect themselves from SARS-CoV-2 (novel coronavirus) infection when caring for a patient or suspected case
Sun Huh
J Educ Eval Health Prof. 2020;17:10.   Published online March 7, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.10
  • 36,628 View
  • 3,028 Download
  • 106 Citations
PDFSupplementary Material

Citations

Citations to this article as recorded by  
  • The impact of COVID-19 pandemics on dermatologic surgery: real-life data from the Italian Red-Zone
    Laura Cristina Gironi, Paolo Boggio, Roberto Giorgione, Elia Esposto, Vanessa Tarantino, Giovanni Damiani, Paola Savoia
    Journal of Dermatological Treatment.2022; 33(2): 897.     CrossRef
  • Social norms and prevention behaviors in the United States early in the COVID-19 pandemic
    Carl A. Latkin, Lauren Dayton, Michelle R. Kaufman, Kristin E. Schneider, Justin C. Strickland, Arianna Konstantopoulos
    Psychology, Health & Medicine.2022; 27(1): 162.     CrossRef
  • Influence of Successful Aging, Quality of Life, and Factors Related to Potential Stressors on Older Consumers’ Purchase of Private Health Insurance in South Korea: An Empirical Study Based on Proactive Coping Theory
    Jimin Lee, Hyeyoon Bae, Euehun Lee
    Journal of Applied Gerontology.2022; 41(1): 253.     CrossRef
  • What happened during the period from senior medical students’ withdrawal of their applications to take the Korean Medical Licensing Examination in August 2020 to their taking the licensing examination in February 2021
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2022; 19: 3.     CrossRef
  • Recommendations related to occupational infection prevention and control training to protect healthcare workers from infectious diseases: a scoping review of infection prevention and control guidelines
    Mohammed O. Qureshi, Abrar A. Chughtai, Holly Seale
    BMC Health Services Research.2022;[Epub]     CrossRef
  • Interventions for adapting health care providers to new situations in the workplace during the COVID‐19 pandemic: A scoping review for developing a policy brief
    Nasib Babaei, Marziyeh Avazeh, Leila Doshmangir
    World Medical & Health Policy.2022; 14(1): 34.     CrossRef
  • Impact of COVID-19 in nursing professionals: systematic review and meta-analysis
    Tamires Patrícia Souza, Maíra Rossetto, Carlos Podalirio Borges de Almeida
    Trabalho, Educação e Saúde.2022;[Epub]     CrossRef
  • Lived experience of health-care providers during COVID-19: A meta-synthesis
    Ponnambily Chandy, Esther Kanthi, Preetha Pradeep, Prasannakumari Sathianathan, S Jebakamal, Meetpin Narchaithi, S Anbarasi
    Indian Journal of Psychiatry.2022; 64(2): 120.     CrossRef
  • Self-care, Household Cleaning and Disinfection During COVID-19 Pandemic: A Study from Metropolitan Cities of India
    Vaishali Chaurasia, Ajay Gupta, Ratna Patel, Shekhar Chauhan, Nitesh Kumar Adichwal, Sachin Kamble
    Annals of Data Science.2022; 9(5): 1085.     CrossRef
  • Covıd-19 Bilgi Düzeyinin Sağlık Çalışanlarının Tutum Ve Davranışlarına Etkisi
    Nur Özlem KILINÇ, Behice ERCİ
    Cumhuriyet Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi.2022;[Epub]     CrossRef
  • Harnessing virtual reality simulation in training healthcare workers in handling patients with suspected COVID-19 infections: results of training and lessons learned about design
    Lars Veldmeijer, Gijs Terlouw, Job van ’t Veer, Derek Kuipers
    Design for Health.2022; 6(1): 44.     CrossRef
  • The Pragmatic Return to Effective Dental Infection Control Through Triage and Testing (PREDICT) Study: Protocol for a Prospective Clinical Study in the National Dental Practice–Based Research Network
    Janine Fredericks-Younger, Daniel H Fine, Gayathri Subramanian, Modupe O Coker, Cyril Meyerowitz, Patricia Ragusa, Veerasathpurush Allareddy, Mary Ann McBurnie, Ellen Funkhouser, Maria Laura Gennaro, Cecile A Feldman
    JMIR Research Protocols.2022; 11(8): e38386.     CrossRef
  • Estresse ocupacional relacionado à pandemia de COVID-19
    Isabella Cristina Moraes Campos, Marília Alves
    REME-Revista Mineira de Enfermagem.2022; 26: 1.     CrossRef
  • Healthcare workers’ compliance with COVID-19 preventive measures, and associated factors, in Ethiopia: A systematic review and meta-analysis
    Demisu Zenbaba, Biniyam Sahiledengle, Girma Beressa, Fikreab Desta, Daniel Atlaw, Daniel Bogale, Vijay Kumar Chattu
    BMJ Open.2022; 12(8): e060681.     CrossRef
  • COVID-19 Worldwide: Strategies to reduce risk for frontline healthcare workers
    Zhongtian Zhou
    Highlights in Science, Engineering and Technology.2022; 8: 412.     CrossRef
  • STEMI Patients in the First and Second Waves of the COVID-19 Pandemic in Northeast Slovenia—A Retrospective, Single-Center Observational Study
    Andreja Sinkovič, Manja Kraševec, David Šuran, Martin Marinšek
    COVID.2022; 2(9): 1232.     CrossRef
  • COVID-19-Related Stress among Nursing Professionals Working in COVID ICU: A Cross-Sectional Survey
    KP Jyotishana, L Gopichandran, Mamta Choudhary
    Journal of Applied Sciences and Clinical Practice.2022; 3(2): 39.     CrossRef
  • The Effect of E-Learning Program for COVID-19 Patient Care on the Knowledge of Nursing Students: A Quasi-Experimental Study
    Sorour Khari, Marzieh Pazokian, Atefe Salimi Akin Abadi, Mina Zarmehrparirouy, Yones Ahmadvand
    SAGE Open Nursing.2022; 8: 237796082211244.     CrossRef
  • Simulation-based training programme and preparedness testing for COVID-19 using system integration methodology
    Hani M S Lababidi, Usamah Alzoraigi, Abdullah Abdulaziz Almarshed, Waleed AlHarbi, Mohamad AlAmar, Amer A Arab, Mahmoud A Mukahal, Faisal A AlAsmari, Bandar Y Mzahim, Husam A M AlHarastani, Salem S Alammi, Yousef I AlAwad
    BMJ Simulation and Technology Enhanced Learning.2021; 7(3): 126.     CrossRef
  • The Perils of Covid-19 for Otorhinolaryngologists: An Overview
    Neha Shakrawal, Nikhil Rajan
    Indian Journal of Otolaryngology and Head & Neck Surgery.2021; 73(1): 92.     CrossRef
  • Assessment of Turkish oncology nurses’ knowledge regarding COVID-19 during the current outbreak in Turkey
    Remziye Semerci, Aslı Akdeniz Kudubes, Ferhan Çetin Eşref
    Supportive Care in Cancer.2021; 29(4): 1999.     CrossRef
  • Aspectos epidemiológicos, clínica y mecanismos de control de la pandemia por SARS-CoV-2: situación en España
    Josep M. Garcia-Alamino
    Enfermería Clínica.2021; 31: S4.     CrossRef
  • Organization of outpatient consultations at a hand surgery department in a French university hospital during the COVID-19 lockdown
    C. Gabriel, A. Mathiot, M. Boumediane, P. Vernet, M. Schwebel, C. de Figueiredo, S. Gouzou, E. Sauleau, P. Liverneaux, S. Facca
    Hand Surgery and Rehabilitation.2021; 40(1): 17.     CrossRef
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    Saba Farooq, Zainab Ngaini
    Chemistry Africa.2021; 4(1): 1.     CrossRef
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    Guglielmo Imbriaco, Alessandro Monesi, Patrizia Ferrari
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Opinion
Utility of eye-tracking technology for preparing medical students in Spain for the summative objective structured clinical examination
Francisco Sánchez-Ferrer, J.M. Ramos-Rincón, M.D. Grima-Murcia, María Luisa Sánchez-Ferrer, Francisco Sánchez-del Campo, Antonio F. Compañ-Rosique, Eduardo Fernández-Jover
J Educ Eval Health Prof. 2017;14:27.   Published online November 12, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.27
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    Journal of Educational Evaluation for Health Professions.2017; 14: 36.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions