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101. Does rating the operation videos with a checklist score improve the effect of E-learning for bariatric surgical training? Study protocol for a randomized controlled trial. Full Text available with Trip Pro

Does rating the operation videos with a checklist score improve the effect of E-learning for bariatric surgical training? Study protocol for a randomized controlled trial. Laparoscopic training has become an important part of surgical education. Laparoscopic Roux-en-Y gastric bypass (RYGB) is the most common bariatric procedure performed. Surgeons must be well trained prior to operating on a patient. Multimodality training is vital for bariatric surgery. E-learning with videos is a standard (...) to the checklist group (group A) and control group without a checklist (group B). After all students are given an introduction of the training center, VR trainer and laparoscopic instruments, they start with E-learning while watching explanations and videos of RYGB. Only group A will perform ratings with a modified Bariatric Objective Structured Assessment of Technical Skill (BOSATS) scale checklist for all videos watched. Group B watches the same videos without rating. Both groups will then perform an RYGB

2017 Trials Controlled trial quality: uncertain

102. Evaluation of an e-learning system for diagnosis of gastric lesions using magnifying narrow-band imaging: a multicenter randomized controlled study. (Abstract)

Evaluation of an e-learning system for diagnosis of gastric lesions using magnifying narrow-band imaging: a multicenter randomized controlled study. Background and study aim Magnifying narrow-band imaging (M-NBI) is useful for the accurate diagnosis of early gastric cancer (EGC). However, acquiring skill at M-NBI diagnosis takes substantial effort. An Internet-based e-learning system to teach endoscopic diagnosis of EGC using M-NBI has been developed. This study evaluated its effectiveness (...) . Participants and methods This study was designed as a multicenter randomized controlled trial. We recruited endoscopists as participants from all over Japan. After completing Test 1, which consisted of M-NBI images of 40 gastric lesions, participants were randomly assigned to the e-learning or non-e-learning groups. Only the e-learning group was allowed to access the e-learning system. After the e-learning period, both groups received Test 2. The analysis set was participants who scored < 80 % accuracy

2017 Endoscopy Controlled trial quality: uncertain

103. Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study Full Text available with Trip Pro

Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study The purpose of this study was to explore the effectiveness of a series of online, module-based instructional reusable learning objects (RLOs) targeted at entry-level, 1st year, Master of Occupational Therapy students. The content of the RLOs addressed knowledge and implementation of A SECRET, a parental reasoning approach for children

2017 Occupational therapy international

104. Interactivity and Trust as Antecedents of E-Training Use Intention in Nigeria: A Structural Equation Modelling Approach Full Text available with Trip Pro

Interactivity and Trust as Antecedents of E-Training Use Intention in Nigeria: A Structural Equation Modelling Approach The last few decades saw an intense development in information technology (IT) and it has affected the ways organisations achieve their goals. Training, in every organisation is an ongoing process that aims to update employees' knowledge and skills towards goals attainment. Through adequate deployment of IT, organisations can effectively meet their training needs. However (...) , for successful IT integration in training, the employees who will use the system should be positively disposed towards it. This study predicts employees' intention to use the e-training system by extending the technology acceptance model (TAM) using interactivity and trust.Two hundred and fourteen employees participated in the study and structural equation modelling was used in the analysis.The findings of the structural equation modelling reveal that interactivity, trust, perceived usefulness and perceived

2017 Behavioral Sciences

105. E-learning in graduate medical education: survey of residency program directors Full Text available with Trip Pro

E-learning in graduate medical education: survey of residency program directors E-learning-the use of Internet technologies to enhance knowledge and performance-has become a widely accepted instructional approach. Little is known about the current use of e-learning in postgraduate medical education. To determine utilization of e-learning by United States internal medicine residency programs, program director (PD) perceptions of e-learning, and associations between e-learning use and residency (...) program characteristics.We conducted a national survey in collaboration with the Association of Program Directors in Internal Medicine of all United States internal medicine residency programs.Of the 368 PDs, 214 (58.2%) completed the e-learning survey. Use of synchronous e-learning at least sometimes, somewhat often, or very often was reported by 85 (39.7%); 153 programs (71.5%) use asynchronous e-learning at least sometimes, somewhat often, or very often. Most programs (168; 79%) do not have

2017 BMC medical education

106. Randomized controlled trial of an e-learning designed behavioral intervention for increasing physical activity behavior in multiple sclerosis Full Text available with Trip Pro

Randomized controlled trial of an e-learning designed behavioral intervention for increasing physical activity behavior in multiple sclerosis Internet-delivered, behavioral interventions represent a cost-effective, broadly disseminable approach for teaching persons with multiple sclerosis (MS) the theory-based skills, techniques, and strategies for changing physical activity.This pilot, randomized controlled trial examined the efficacy of a newly developed Internet website based on e-learning (...)  = 0.033, [Formula: see text] = 0.11). There were non-significant improvements in fatigue severity (P = 0.10, [Formula: see text] = 0.06), depression (P = 0.10, [Formula: see text] = 0.07) and anxiety (P = 0.06, [Formula: see text] = 0.09) symptoms, and self-reported disability (P = 0.10, [Formula: see text] = 0.07).We provide evidence for the efficacy of an Internet-based behavioral intervention with content delivered through interactive video courses grounded in e-learning principles for increasing

2017 Multiple Sclerosis Journal - Experimental, Translational and Clinical Controlled trial quality: uncertain

107. Improving Neuromuscular Monitoring and Reducing Residual Neuromuscular Blockade With E-Learning: Protocol for the Multicenter Interrupted Time Series INVERT Study Full Text available with Trip Pro

Improving Neuromuscular Monitoring and Reducing Residual Neuromuscular Blockade With E-Learning: Protocol for the Multicenter Interrupted Time Series INVERT Study Muscle relaxants facilitate endotracheal intubation under general anesthesia and improve surgical conditions. Residual neuromuscular blockade occurs when the patient is still partially paralyzed when awakened after surgery. The condition is associated with subjective discomfort and an increased risk of respiratory complications. Use (...) of an objective neuromuscular monitoring device may prevent residual block. Despite this, many anesthetists refrain from using the device. Efforts to increase the use of objective monitoring are time consuming and require the presence of expert personnel. A neuromuscular monitoring e-learning module might support consistent use of neuromuscular monitoring devices.The aim of the study is to assess the effect of a neuromuscular monitoring e-learning module on anesthesia staff's use of objective neuromuscular

2017 JMIR Research Protocols

108. e-Learning: A Model to Support Ongoing Education Full Text available with Trip Pro

e-Learning: A Model to Support Ongoing Education 29075169 2017 12 19 1650-3414 28 3 2017 Oct EJIFCC EJIFCC e-Learning: A Model to Support Ongoing Education. 185-192 Greaves Ronda F RF School of Health & Biomedical Sciences, RMIT University, Victoria, Australia. Murdoch Children's Research Institute, Melbourne, Australia. eng Journal Article 2017 10 10 Italy EJIFCC 101092742 1650-3414 blended learning continuing professional development e-Learning on-going education 2017 10 28 6 0 2017 10 28 6 0

2017 EJIFCC

109. An integrative review of e-learning in the delivery of self-management support training for health professionals Full Text available with Trip Pro

An integrative review of e-learning in the delivery of self-management support training for health professionals E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient self-management (...) support, such as partnering with patients in goal-setting, which may challenge conventional practice norms. E-learning for the delivery of self-management support (SMS) continuing education to existing health professionals is a relatively new and growing area with limited studies identifying features associated with best acquisition of skills in self-management support.An integrative literature review examined what is known about e-learning for self-management support. This review included both

2017 BMC medical education

110. The virtual asthma guideline e-learning program: learning effectiveness and user satisfaction Full Text available with Trip Pro

The virtual asthma guideline e-learning program: learning effectiveness and user satisfaction Effective educational tools are important for increasing adherence to asthma guidelines and clinical improvement of asthma patients. We developed a computer-based interactive education program for asthma guideline named the Virtual Learning Center for Asthma Management (VLCAM). We evaluated the usefulness of program in terms of its effects on user awareness of asthma guideline and level (...) of satisfaction.Physicians-in-training at tertiary hospitals in Korea were enrolled in a cross-sectional questionnaire survey. The e-learning program on asthma guideline was conducted over a 2-week period. We investigated changes in the awareness of asthma guideline using 35-item self-administered questionnaire aiming at assessing physicians' knowledge, attitude, and practice. Satisfaction with the program was scored on 4-point Likert scales.A total of 158 physicians-in-training at six tertiary hospitals completed

2017 The Korean journal of internal medicine

111. E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course Full Text available with Trip Pro

E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses.To assess the potential of e-learning in specialist education in medical imaging.An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including

2017 Acta Radiologica Open

112. E-learning programs in oncology: a nationwide experience from 2005 to 2014 Full Text available with Trip Pro

E-learning programs in oncology: a nationwide experience from 2005 to 2014 E-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology (...) , and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008-2014.The total number of trainees were 4693, allocated to 3889 individuals. The trainees included medical doctors (MDs; n = 759), registered nurses (RNs; n = 2359), radiation therapy technologists (n = 642), and, social and health care assistants (SHCAs; n = 933). The E-learning covered 29 different program classifications, comprising 731 recorded presentations, and covering

2017 BMC research notes

113. Quality indicators for learner-centered postgraduate medical e-learning Full Text available with Trip Pro

Quality indicators for learner-centered postgraduate medical e-learning The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature.We performed four focus-group discussions with e-learning end-users (learners) and didactic experts. The participants were postgraduate learners with varying levels of experience, educational experts from a Dutch e-learning task group (...) , and commercial experts from a Dutch e-learning company. Verbatim transcribed interview recordings were analyzed using King's template analysis. The initial template was created with reference to recent literature on postgraduate medical e-learning quality indicators. The transcripts were coded, after which the emerging differences in template interpretation were discussed until a consensus was reached within the team.The final template consisted of three domains of positive e-learning influencers (motivators

2017 International Journal of Medical Education

114. E-learning in gastroenterology—What have we learned so far? Full Text available with Trip Pro

E-learning in gastroenterology—What have we learned so far? 28588893 2018 11 13 2050-6406 5 4 2017 Jun United European gastroenterology journal United European Gastroenterol J E-learning in gastroenterology-What have we learned so far? 603-604 10.1177/2050640617709678 Adar Tomer T Gastroenterology Unit, Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA. Digestive Diseases Institute, Shaare-Zedek Medical Center, Hebrew University, Jerusalem, Israel. E-learning team

2017 United European gastroenterology journal

115. The gap between medical faculty’s perceptions and use of e-learning resources Full Text available with Trip Pro

The gap between medical faculty’s perceptions and use of e-learning resources e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources.To investigate medical faculty's use of e-learning resources and to draw on practical implications for fostering their use of such resources.Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited (...) to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data.Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions

2017 Medical education online

116. Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students Full Text available with Trip Pro

Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students This study combined themes in cardiovascular modelling, clinical cardiology and e-learning to create an on-line environment that would assist undergraduate medical students in understanding key physiological and pathophysiological processes in the cardiovascular system.An interactive on-line environment was developed incorporating a lumped-parameter mathematical model of the human (...) was found in students' knowledge and understanding during assessment after exposure to the e-learning environment. Opportunities exist for development of similar environments in other fields of medicine, refinement of the existing environment and further engagement with student cohorts. This work combines some exciting and developing fields in medical education, but routine adoption of these types of tool will be possible only with the engagement of all stake-holders, from educationalists, clinicians

2017 BMC medical education

117. Health Sciences Students’ Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning Full Text available with Trip Pro

Health Sciences Students’ Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning In medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow's doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine.This research aimed to study the literacy of the preprofessional students in ICT (...) <.001), Google Scholar (P<.001), and Cochrane Library (P<.001) before and after the informatics course. Furthermore, most of the students who completed the course (72.8%; 110/151) chose the learning management system as the most useful e-learning tool. The results of the tutors' assessments confirmed the obvious improvement in most of the students' skills in using ICT.The ICT knowledge and skills of the students before the course seemed insufficient, and the magnitude of the improvements that were

2016 JMIR medical education

118. Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning Full Text available with Trip Pro

Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning.The same real-name questionnaire was administered before and after (...) the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP.Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents

2017 BMC medical education

119. E-Learning for Rare Diseases: An Example Using Fabry Disease Full Text available with Trip Pro

E-Learning for Rare Diseases: An Example Using Fabry Disease Rare diseases represent a challenge for physicians because patients are rarely seen, and they can manifest with symptoms similar to those of common diseases. In this work, genetic confirmation of diagnosis is derived from DNA sequencing. We present a tutorial for the molecular analysis of a rare disease using Fabry disease as an example.An exonic sequence derived from a hypothetical male patient was matched against human reference

2017 International journal of molecular sciences

120. Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative and mixed studies reviews (protocol). Full Text available with Trip Pro

Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative and mixed studies reviews (protocol). Continuing education (CE) is imperative to the future of professional nursing. The use of e-learning by registered nurses for CE is spreading. A review of systematic reviews will be conducted to develop a broad picture of the effects of e-learning in a CE context on nursing care.Systematic qualitative, quantitative and mixed studies (...) of two reviewers will extract the selected reviews' characteristics and data. The results from various types of reviews will be integrated using a data-based convergent synthesis design. We will conduct a thematic synthesis and transform all quantitative and mixed data into qualitative data.Ethics approval is not required for review of systematic reviews. We will summarise evidence concerning the negative, neutral and positive effects of various forms of e-learning on different aspects of nursing

2017 BMJ open

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