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121. E-learning programs in oncology: a nationwide experience from 2005 to 2014 (Full text)

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 PubMed abstract

122. Quality indicators for learner-centered postgraduate medical e-learning (Full text)

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 PubMed abstract

123. E-learning in gastroenterology—What have we learned so far? (Full text)

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 PubMed abstract

124. The gap between medical faculty’s perceptions and use of e-learning resources (Full text)

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 PubMed abstract

125. Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students (Full text)

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 PubMed abstract

126. Health Sciences Students’ Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning (Full text)

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 PubMed abstract

127. Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning (Full text)

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 PubMed abstract

128. E-Learning for Rare Diseases: An Example Using Fabry Disease (Full text)

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 PubMed abstract

129. 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)

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 PubMed abstract

130. The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol. (Full text)

The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol. The objective of this systematic review is to identify, appraise and synthesize the best available evidence for the effectiveness of internet-based e-learning programs on health care professional behavior and patient outcomes.Technological innovation has not only impacted social change in recent years but has been the prime driver of educational transformation.The newest (...) professional development opportunities are reliant on sourcing these independently according to individual learning needs. However, difficulties exist in some health professionals' access to ongoing professional development opportunities, particularly those with limited access face-to-face educationdue to geographical isolation or for those not enrolled in a formal program of study.These issues challenge traditional methods of teaching delivery; electronic learning (e-learning) is at the nexus

2015 JBI database of systematic reviews and implementation reports PubMed abstract

131. 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

132. 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

133. 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

134. 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

135. 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

136. 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

137. 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

138. 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)

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 PubMed abstract

139. 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)

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 PubMed abstract

140. Research to Publication e-learning (Full text)

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 PubMed abstract

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