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121. E-learning interventions for educating healthcare professionals on domestic violence management: a systematic review

E-learning interventions for educating healthcare professionals on domestic violence management: a systematic review Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. CRD bears no responsibility or liability for the content of this registration record, any associated files or external websites. Email salutation (e.g. "Dr Smith" or "Joanne") for correspondence

2018 PROSPERO

122. The effectiveness of e-learning massive open online course (MOOC) in higher education of health students: systematic review of effectiveness protocol

The effectiveness of e-learning massive open online course (MOOC) in higher education of health students: systematic review of effectiveness protocol Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. CRD bears no responsibility or liability for the content of this registration record, any associated files or external websites. Email salutation (e.g. "Dr Smith

2018 PROSPERO

123. Kieran Walsh: Class war—e-learning

Kieran Walsh: Class war—e-learning Kieran Walsh: Class war—e-learning - The BMJ ---> In the early days of e-learning there was great enthusiasm, but little evidence of effectiveness. The enthusiasts said that they couldn’t wait for evidence and so went ahead anyway. When evidence did start to emerge, it seemed to suggest that e-learning offered similar outcomes as traditional methods of medical education—which was a good and solid result. [1] But the enthusiasts weren’t satisfied. They said (...) that the evidence was based on early forms of e-learning and the technology had already moved on. E-learning was now about massive open online courses and flipped classrooms and all-singing all-dancing online resources. Advocates of evidence based education then split into those who wanted to evaluate these new forms of e-learning and those who said enough is enough—e-learning is like any other form of learning—except that it is online. In the meantime, another group emerged that was interested in looking at e

2017 The BMJ Blog

124. Australian Sports Anti-Doping Authority (ASADA) – Level 1 Anti-doping E-Learning course. A free online anti-doping course everyone should do.

Australian Sports Anti-Doping Authority (ASADA) – Level 1 Anti-doping E-Learning course. A free online anti-doping course everyone should do. Australian Sports Anti-Doping Authority (ASADA) - Level 1 Anti-doping E-Learning course. A free online anti-doping course everyone should do. | BJSM blog - social media's leading SEM voice by By Nat Sharp and Nash Anderson “If we could give every individual the right amount of nourishment and exercise, not too little and not too much, we would have found (...) guidelines are constantly changing, so it is imperative that all of the athlete’s network are aware of not only what is allowed or prohibited, but also how to check these substances before the athlete uses them. The ASADA Level 1 anti-doping course is a free e-learning initiative designed to educate athletes, support staff and the public. Although this course is for an Australian audience, the content is universal. The home page for the course is designed around the “Australian National Training Centre

2017 British Journal of Sports Medicine Blog

125. How effective is e-learning in enhancing knowledge, technical skills and learner/educator satisfaction compared to traditional dental educational methods?

How effective is e-learning in enhancing knowledge, technical skills and learner/educator satisfaction compared to traditional dental educational methods? Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. CRD bears no responsibility or liability for the content of this registration record, any associated files or external websites. Email salutation (e.g. "Dr Smith

2017 PROSPERO

126. Is E-Learning an effective tool for teaching communication skills to medical students? A systematic review

Is E-Learning an effective tool for teaching communication skills to medical students? A systematic review Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. CRD bears no responsibility or liability for the content of this registration record, any associated files or external websites. Email salutation (e.g. "Dr Smith" or "Joanne") for correspondence: Organisation

2017 PROSPERO

127. Effectiveness of adaptive e-learning environments for health professionals' and students' education: a systematic review

Effectiveness of adaptive e-learning environments for health professionals' and students' education: a systematic review Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. CRD bears no responsibility or liability for the content of this registration record, any associated files or external websites. Email salutation (e.g. "Dr Smith" or "Joanne") for correspondence

2017 PROSPERO

128. Measuring readiness for and satisfaction with a hand hygiene e-learning course among healthcare workers in a paediatric oncology centre in Guatemala City Full Text available with Trip Pro

Measuring readiness for and satisfaction with a hand hygiene e-learning course among healthcare workers in a paediatric oncology centre in Guatemala City E-learning has been widely used in the infection control field and has been recommended for use in hand hygiene (HH) programs by the World Health Organization. Such strategies are effective and efficient for infection control, but factors such as learner readiness for this method should be determined to assure feasibility and suitability (...) in low- to middle-income countries. We developed a tailored, e-learning, Spanish-language HH course based on the WHO guidelines for HH in healthcare settings for the pediatric cancer center in Guatemala City. We aimed to identify e-readiness factors that influenced HH course completion and evaluate HCWs' satisfaction. Pearson's chi-square test of independence was used to retrospectively compare e-readiness factors and course-completion status (completed, non-completed, and never-started). We surveyed

2016 International journal of infection control

129. The effect of an interactive delirium e-learning tool on healthcare workers’ delirium recognition, knowledge and strain in caring for delirious patients: a pilot pre-test/post-test study Full Text available with Trip Pro

The effect of an interactive delirium e-learning tool on healthcare workers’ delirium recognition, knowledge and strain in caring for delirious patients: a pilot pre-test/post-test study Studies investigating the effectiveness of delirium e-learning tools in clinical practice are scarce. The aim of this study is to determine the effect of a delirium e-learning tool on healthcare workers' delirium recognition, delirium knowledge and care strain in delirium.A pilot pre-posttest study (...) in a convenience sample of 59 healthcare workers recruited from medical, surgical, geronto-psychiatric and rehabilitation units of a university hospital. The intervention consisted of a live information session on how to use the e-learning tool and, a 2-month self-active learning program. The tool included 11 e-modules integrating knowledge and skill development in prevention, detection and management of delirium. Case vignettes, the Delirium Knowledge Questionnaire, and the Strain of Care for Delirium Index

2016 BMC medical education

130. Research to Publication e-learning Full Text available with Trip Pro

Research to Publication e-learning 26864658 2016 06 16 2019 01 10 1756-1833 352 2016 Feb 10 BMJ (Clinical research ed.) BMJ Research to Publication e-learning. i796 10.1136/bmj.i796 Groves Trish T The BMJ, London, UK. eng Editorial 2016 02 10 England BMJ 8900488 0959-8138 AIM IM Biomedical Research standards Computer-Assisted Instruction Ethics, Research Humans Periodicals as Topic Plagiarism Publishing standards Scientific Misconduct United Kingdom 2016 2 12 6 0 2016 2 13 6 0 2016 6 17 6 0

2016 BMJ : British Medical Journal

131. The effectiveness of e-learning in pediatric medical student education Full Text available with Trip Pro

The effectiveness of e-learning in pediatric medical student education Electronic learning allows individualized education and may improve student performance. This study assessed the impact of e-modules about infection control and congenital infections on medical knowledge.A descriptive study was conducted involving third-year medical students on pediatric clerkship. e-Module content in three different formats was developed: a text monograph, a PowerPoint presentation, and a narrated

2016 Medical education online

132. Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study Full Text available with Trip Pro

Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL).Physiotherapy students participated in three focus groups in Perth, Western Australia (...) . Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students' perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes.Twenty

2016 BMC medical education

133. Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students Full Text available with Trip Pro

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system.This qualitative study recruited the instructors and students from four (...) academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master's degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data.The participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership

2016 Advances in medical education and practice

134. Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students Full Text available with Trip Pro

Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students Patient safety (PS) is influenced by a set of factors on various levels of the healthcare system. Therefore, a systems-level approach and systems thinking is required to understand and improve PS. The use of e-learning may help to develop a systems thinking approach in medical students, as case studies featuring audiovisual media can (...) be used to visualize systemic relationships in organizations. The goal of this quasi-experimental study was to determine if an e-learning can be utilized to improve systems thinking, knowledge, and attitudes towards PS.A quasi-experimental, longitudinal within- subjects design was employed. Participants were 321 third-year medical students who received online surveys before and after they participated in an e-learning course on PS. Primary outcome measures where levels of systems thinking

2016 BMC medical education

135. A German e-learning-training in the context of early preventive intervention and child protection: preliminary findings of a pre-post evaluation Full Text available with Trip Pro

A German e-learning-training in the context of early preventive intervention and child protection: preliminary findings of a pre-post evaluation In recent years, a number of government-sponsored initiatives have been implemented in Germany that are focused on early preventive intervention in child protection. In response to the need for interdisciplinary training in this area, the internet-based e-learning program "Early Preventive Intervention and Child Protection" was developed

2016 Child and adolescent psychiatry and mental health

136. Learning management system and e-learning tools: an experience of medical students' usage and expectations Full Text available with Trip Pro

Learning management system and e-learning tools: an experience of medical students' usage and expectations To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments.A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected (...) with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods.The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy

2016 International Journal of Medical Education

137. UEG E-learning: Education at your fingertips! Full Text available with Trip Pro

UEG E-learning: Education at your fingertips! 27087963 2016 04 18 2016 04 20 2050-6406 4 2 2016 Apr United European gastroenterology journal United European Gastroenterol J UEG E-learning: Education at your fingertips! 319 10.1177/2050640616639519 Wood Natalie N Lead Editor, UEG E-learning. eng Journal Article 2016 03 22 England United European Gastroenterol J 101606807 2050-6406 2016 4 19 6 0 2016 4 19 6 0 2016 4 19 6 1 ppublish 27087963 10.1177/2050640616639519 10.1177_2050640616639519

2016 United European gastroenterology journal

138. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience? Full Text available with Trip Pro

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience? The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes.A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group (...) as easier, and believed that contents would remain in their memories for a longer time.By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work

2016 International Journal of Medical Education

139. Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance Full Text available with Trip Pro

Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired

2016 PloS one

140. A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: a pre- and post-intervention study Full Text available with Trip Pro

A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: a pre- and post-intervention study The ability to interpret an X-Ray is a vital skill for graduating medical students which guides clinicians towards accurate diagnosis and treatment of the patient. However, research has suggested that radiological interpretation skills are less than satisfactory in not only medical students, but also in residents (...) and consultants.This study investigated the effectiveness of e-learning for the development of X-ray interpretation skills in pre-clinical medical students. Competencies in clinical X-Ray interpretation were assessed by comparison of pre- and post-intervention scores and one year follow up assessment, where the e-learning course was the 'intervention'.Our results demonstrate improved knowledge and skills in X-ray interpretation in students. Assessment of the post training students showed significantly higher

2016 BMC medical education

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