Research article
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Pharmacy students’ perspective on remote flipped classrooms in Malaysia: a qualitative study
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Wei Jin Wong
, Shaun Wen Huey Lee
, Ronald Fook Seng Lee
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J Educ Eval Health Prof. 2025;22:2. Published online January 14, 2025
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DOI: https://doi.org/10.3352/jeehp.2025.22.2
[Epub ahead of print]
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Abstract
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- Purpose
This study aimed to explore pharmacy students’ perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
Methods
A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19–24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic (2020–2021). Participants were recruited via convenience sampling. The focus group discussions, led by experienced academics, were conducted in English via Zoom, recorded, and transcribed for analysis using NVivo. Themes were identified through emergent coding and iterative discussions to ensure thematic saturation.
Results
Five major themes emerged: flexibility, communication, technological challenges, skill-based learning challenges, and time-based effects. Students appreciated the flexibility of accessing and reviewing pre-class materials at their convenience. Increased engagement through anonymous question submission was noted, yet communication difficulties and lack of non-verbal cues in remote workshops were significant drawbacks. Technological issues, such as internet connectivity problems, hindered learning, especially during assessments. Skill-based learning faced challenges in remote settings, including lab activities and clinical examinations. Additionally, prolonged remote learning led to feelings of isolation, fatigue, and a desire to return to in-person interactions.
Conclusion
Remote flipped classrooms offer flexibility and engagement benefits but present notable challenges related to communication, technology, and skill-based learning. To improve remote education, institutions should integrate robust technological support, enhance communication strategies, and incorporate virtual simulations for practical skills. Balancing asynchronous and synchronous methods while addressing academic success and socioemotional wellness is essential for effective remote learning environments.
Educational/Faculty development material
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The 6 degrees of curriculum integration in medical education in the United States
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Julie Youm
, Jennifer Christner
, Kevin Hittle
, Paul Ko
, Cinda Stone
, Angela D. Blood
, Samara Ginzburg
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J Educ Eval Health Prof. 2024;21:15. Published online June 13, 2024
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DOI: https://doi.org/10.3352/jeehp.2024.21.15
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Supplementary Material
- Despite explicit expectations and accreditation requirements for integrated curriculum, there needs to be more clarity around an accepted common definition, best practices for implementation, and criteria for successful curriculum integration. To address the lack of consensus surrounding integration, we reviewed the literature and herein propose a definition for curriculum integration for the medical education audience. We further believe that medical education is ready to move beyond “horizontal” (1-dimensional) and “vertical” (2-dimensional) integration and propose a model of “6 degrees of curriculum integration” to expand the 2-dimensional concept for future designs of medical education programs and best prepare learners to meet the needs of patients. These 6 degrees include: interdisciplinary, timing and sequencing, instruction and assessment, incorporation of basic and clinical sciences, knowledge and skills-based competency progression, and graduated responsibilities in patient care. We encourage medical educators to look beyond 2-dimensional integration to this holistic and interconnected representation of curriculum integration.
Research articles
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Negative effects on medical students’ scores for clinical performance during the COVID-19 pandemic in Taiwan: a comparative study
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Eunice Jia-Shiow Yuan
, Shiau-Shian Huang
, Chia-An Hsu
, Jiing-Feng Lirng
, Tzu-Hao Li
, Chia-Chang Huang
, Ying-Ying Yang
, Chung-Pin Li
, Chen-Huan Chen
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J Educ Eval Health Prof. 2023;20:37. Published online December 26, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.37
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2,171
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115
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Abstract
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Supplementary Material
- Purpose
Coronavirus disease 2019 (COVID-19) has heavily impacted medical clinical education in Taiwan. Medical curricula have been altered to minimize exposure and limit transmission. This study investigated the effect of COVID-19 on Taiwanese medical students’ clinical performance using online standardized evaluation systems and explored the factors influencing medical education during the pandemic.
Methods
Medical students were scored from 0 to 100 based on their clinical performance from 1/1/2018 to 6/31/2021. The students were placed into pre-COVID-19 (before 2/1/2020) and midst-COVID-19 (on and after 2/1/2020) groups. Each group was further categorized into COVID-19-affected specialties (pulmonary, infectious, and emergency medicine) and other specialties. Generalized estimating equations (GEEs) were used to compare and examine the effects of relevant variables on student performance.
Results
In total, 16,944 clinical scores were obtained for COVID-19-affected specialties and other specialties. For the COVID-19-affected specialties, the midst-COVID-19 score (88.513.52) was significantly lower than the pre-COVID-19 score (90.143.55) (P<0.0001). For the other specialties, the midst-COVID-19 score (88.323.68) was also significantly lower than the pre-COVID-19 score (90.063.58) (P<0.0001). There were 1,322 students (837 males and 485 females). Male students had significantly lower scores than female students (89.333.68 vs. 89.993.66, P=0.0017). GEE analysis revealed that the COVID-19 pandemic (unstandardized beta coefficient=-1.99, standard error [SE]=0.13, P<0.0001), COVID-19-affected specialties (B=0.26, SE=0.11, P=0.0184), female students (B=1.10, SE=0.20, P<0.0001), and female attending physicians (B=-0.19, SE=0.08, P=0.0145) were independently associated with students’ scores.
Conclusion
COVID-19 negatively impacted medical students' clinical performance, regardless of their specialty. Female students outperformed male students, irrespective of the pandemic.
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- The emergence of generative artificial intelligence platforms in 2023, journal metrics, appreciation to reviewers and volunteers, and obituary
Sun Huh
Journal of Educational Evaluation for Health Professions.2024; 21: 9. CrossRef
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Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study
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Kyung Eui Bae
, Geum Hee Jeong
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J Educ Eval Health Prof. 2023;20:35. Published online December 4, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.35
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Abstract
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Supplementary Material
- Purpose
This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course.
Methods
A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores.
Results
The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0.
Conclusion
The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.
Brief report
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Initial steps for integrating academic electronic health records into clinical curricula of physical and occupational therapy in the United States: a survey-based observational study
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Stephen Burrows
, Lola Halperin
, Eric Nemec
, Wendy Romney
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J Educ Eval Health Prof. 2022;19:24. Published online September 2, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.24
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Abstract
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Supplementary Material
- Training programs must be designed to prepare physical and occupational therapy students to use electronic health records (EHR) and interprofessional collaboration. This report aims to describe physical and occupational therapy students’ perceptions of integrating an academic EHR (AEHR) in their problem-based learning (PBL) curricula in the College of Health Professions, Sacred Heart University, Fairfield, Connecticut, the United States. A paper-based case approach to PBL was adapted by creating patient cases in an AEHR. Students were asked to complete chart reviews and review provider notes to enhance their learning. An online survey was conducted to determine their perceptions of using AEHR from May 2014 to August 2015. Eighty-five students completed the survey, and 88.1% felt that using an AEHR was needed, and 82.4% felt that the additional notes enhanced their understanding of the interdisciplinary team. However, 83.5% reported the AEHR system increased the time needed to extract meaningful information. Incorporating an AEHR into curricula is essential to ensure students are adequately prepared for future patient interactions.
Research articles
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Comparison between residents with a 6-year medical program and a 7-year medical program in terms of objective structured clinical examination performance in postgraduate year training in Taiwan: a 2-group pre- and post-test non-synchronized study
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Ya-Ting Chang
, Ying-Ying Yang
, Chung-Pin Li
, Chen-Huan Chen
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J Educ Eval Health Prof. 2022;19:13. Published online June 24, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.13
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2,962
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Abstract
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Supplementary Material
- Purpose
In 2013, medical schools in Taiwan implemented a 6-year medical program that replaced the previous 7-year medical education program. The postgraduate year (PGY) program was also extended from 1 year to 2 years. The new program is characterized by diversified teaching, integration of medical skills, a system-oriented curriculum, and the implementation of primary care and clinical thinking training. The purpose of this study was to examine whether postgraduate residents who learned under the new program have better patient care skills than those who learned under the previous program.
Methods
Of 101 residents in the PGY program at Taipei Veterans General Hospital, 78 were trained in the 6-year program, while 23 were trained in the 7-year program. During the PGY training, 2 objective structured clinical examinations (OSCEs) were used to evaluate clinical reasoning, communication skills, and procedural skills at the beginning of the training and after 11 months of training, respectively. The scores of each OSCE and the rate of improvement of the pre- and post-tests were analyzed.
Results
Residents trained in the new program scored higher on clinical reasoning (P<0.001) and the total scores of the 3 tested skills (P=0.019) on the pre-test. In terms of improvement, residents educated in the previous system improved more in clinical reasoning than those educated in the new education system.
Conclusion
The new medical education program, which emphasizes clinical thinking, improved residents’ clinical skills. The PGY program was effective in improving the clinical performance of residents who were educated in the previous system.
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Citations
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- Addressing Burnout Problems among Postgraduate Trainee Doctors
Lien-Chung Wei
Taiwanese Journal of Psychiatry.2023; 37(2): 96. CrossRef
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Are we teaching health science students in the United States what they need to know about death and dying coping strategies?
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Randy D. Case
, Erica Judie
, Tammy Kurszewski
, Wenica Brodie
, Pollyann Bethel
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J Educ Eval Health Prof. 2021;18:29. Published online November 11, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.29
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5,329
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232
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1
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Abstract
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Supplementary Material
- Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.
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Citations
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- Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
Mick van de Wiel, Katrien Bombeke, Annelies Janssens
BMC Palliative Care.2022;[Epub] CrossRef
Brief report
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Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
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Sun Kim
, A Ra Cho
, Chul Woon Chung
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J Educ Eval Health Prof. 2021;18:28. Published online November 5, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.28
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4,995
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180
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Abstract
PDF
Supplementary Material
- This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby’s 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to “clinical or practical teacher” and the lowest score to “curriculum planner” for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to “on the job role model” and the lowest score to “student assessor.” They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members’ preferences are needed.
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Citations
Citations to this article as recorded by

- 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
Journal of Educational Evaluation for Health Professions.2022; 19: 32. CrossRef
Research article
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Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study
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Akbar Soltani
, Mahboobeh Khabaz Mafinejad
, Maryam Tajik
, Hamideh Moosapour
, Taha Bayat
, Fatemeh Mohseni
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J Educ Eval Health Prof. 2021;18:14. Published online July 5, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.14
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5,318
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368
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5
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7
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Abstract
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Supplementary Material
- Purpose
Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.
Methods
A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.
Results
Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).
Conclusion
The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.
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Citations
Citations to this article as recorded by

- Health literacy profiles of medical students in an Australian Doctor of Medicine programme: A cross‐sectional study using the Health Literacy Questionnaire
Margo Lane, Robyn Dixon, Ken J. Donald, Robert S. Ware
Health Promotion Journal of Australia.2024; 35(3): 617. CrossRef - Integrated curriculum in the United States pharmacy programs
Marjan Zakeri, Bilqees Fatima, Sahar Yazdanfard, Sujit S. Sansgiry
Currents in Pharmacy Teaching and Learning.2024; 16(7): 102094. CrossRef - The relationship and influencing factors of critical thinking and medical ethical decision-making among pediatric medical students
Hongxing Dang, Shaojun Li, Jing Li
Medicine.2024; 103(38): e39865. CrossRef - Critical Thinking Disposition and Influencing Factors Among Sophomore Pediatric Medical Students
Hongxing Dang, Shaojun Li, Jing Li, Li Long
Advances in Medical Education and Practice.2024; Volume 15: 1005. CrossRef - Evaluating and comparing critical thinking skills of residents of Tehran University of Medical Sciences
Saeed Reza Mehrpour, Amin Hoseini Shavoun, Azita Kheiltash, Rasoul Masoomi, Roya Nasle Seraji
BMC Medical Education.2023;[Epub] CrossRef - Construction of structural correlation of quantitative literacy and critical thinking, and factors affecting them in students of pre-service biology teachers
M. Arsyad, Sri Rahayu Lestari, Murni Sapta Sari, Fatchur Rohman
Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(10): em2342. CrossRef - Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial
Liliana Pedraja-Rejas, Carlos Rodríguez-Cisterna
Revista Venezolana de Gerencia.2023; 28(104): 1667. CrossRef
Review
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Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019
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Hyo Hyun Yoo
, Mi Kyung Kim
, Yoo Sang Yoon
, Keun Mi Lee
, Jong Hun Lee
, Seung-Jae Hong
, Jung –Sik Huh
, Won Kyun Park
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J Educ Eval Health Prof. 2020;17:2. Published online April 7, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.2
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8,311
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214
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14
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Abstract
PDF
Supplementary Material
- This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.
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Mohammed Ahmed Rashid, Ann Griffin
Teaching and Learning in Medicine.2024; 36(4): 504. CrossRef - Challenges and potential improvements in the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019) derived through meta-evaluation: a cross-sectional study
Yoonjung Lee, Min-jung Lee, Junmoo Ahn, Chungwon Ha, Ye Ji Kang, Cheol Woong Jung, Dong-Mi Yoo, Jihye Yu, Seung-Hee Lee
Journal of Educational Evaluation for Health Professions.2024; 21: 8. CrossRef - Internal evaluation of medical programs is more than housework: A scoping review
Sujani Kodagoda Gamage, Tanisha Jowsey, Jo Bishop, Melanie Forbes, Lucy-Jane Grant, Patricia Green, Helen Houghton, Matthew Links, Mark Morgan, Joan Roehl, Jessica Stokes-Parish, Rano Mal Piryani
PLOS ONE.2024; 19(10): e0305996. CrossRef - Current Status and Challenges of Korean Medical School Admissions Policies
Seung-Jae Hong, Jung-Sik Huh
Korean Medical Education Review.2024; 26(3): 191. CrossRef - Quality and constructed knowledge: Truth, paradigms, and the state of the science
Janet Grant, Leonard Grant
Medical Education.2023; 57(1): 23. CrossRef - Current perception of social accountability of medical schools in Japan: A qualitative content analysis
Hiroko Mori, Masashi Izumiya, Mikio Hayashi, Masato Eto
Medical Teacher.2023; 45(5): 524. CrossRef - Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
Korean Journal of Medical Education.2023; 35(1): 1. CrossRef - Impact of external accreditation on students’ performance: Insights from a full accreditation cycle
Shuliweeh Alenezi, Ayman Al-Eadhy, Rana Barasain, Trad S. AlWakeel, Abdullah AlEidan, Hadeel N. Abohumid
Heliyon.2023; 9(5): e15815. CrossRef - Analysis of the degree of social accountability in accreditation standards for basic medical education
Sangmi T Lee, Eunbae B. Yang
Korean Medical Education Review.2023; 25(3): 273. CrossRef - Quality improvement in allied healthcare: Key recommendations for educational institutions
Jithin Kalathikudiyil Sreedharan, Saad Mohammed AlRabeeah, Arun Vijay Subbarayalu, Edan M. AlZahrani, Jaber Saud AlQahtani, Mohammed Dafer AlAhmari, Abdullah Saeed AlQahtani, Musallam AlNasser, Amal AlSomali, Asma Falah AlHarbi, Yaser AlNaam, Ibrahim A. A
Informatics in Medicine Unlocked.2023; 43: 101412. CrossRef - Development of consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a history of medicine and pharmacy course for medical and pharmacy students in the Arab world: a Delphi study
Ramzi Shawahna
BMC Medical Education.2021;[Epub] CrossRef - The impact of external academic accreditation of undergraduate medical program on students’ satisfaction
Ayman Al-Eyadhy, Shuliweeh Alenezi
BMC Medical Education.2021;[Epub] CrossRef - Why social accountability of medical schools in Sudan can lead to better primary healthcare and excellence in medical education?
MohamedH Ahmed, MohamedElhassan Abdalla, MohamedH Taha
Journal of Family Medicine and Primary Care.2020; 9(8): 3820. CrossRef
Research articles
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Journal clubs in Australian medical schools: prevalence, application, and educators’ opinions
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Damian James Ianno
, Kelly Mirowska-Allen
, Stephen Anthony Kunz
, Richard O’Brien
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J Educ Eval Health Prof. 2020;17:9. Published online February 26, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.9
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8,253
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217
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5
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6
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Abstract
PDF
Supplementary Material
- Purpose
Medically-focused journal clubs have been used as an educational tool for over 100 years, with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is unknown how widespread they are in Australian medical schools, nor the opinions of medical education leaders as to their value.
Methods
A nationwide cross-sectional study was performed among academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single- or multiple-answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, provided details on their implementation.
Results
At least 1 response was collected from 18 of 19 Australian medical schools. The response rate was 40.8% (60 of 147), and 36 responses (60.0%) were from heads of clinical schools. Respondents from 15 of 18 institutions (83.3%) stated that their institution had a journal club. Of these, 23 (65.7%) were metropolitan institutions and 12 (34.3%) were rural institutions. Eighteen (51.4%) journal clubs were clinician-led, 13 (37.1%) were run through specific hospital departments, and 23 (65.7%) occurred during clinical years. Most respondents (20 [57.1%]) stated that the primary aim of the journal club was to develop critical appraisal skills.
Conclusion
Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence, and intended purpose. Further studies of their efficacy in teaching evidence-based medicine is warranted.
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Citations
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- Journal club as a teaching–learning strategy: a case for plant genetics lectures during the COVID-19 pandemic
Flavio Lozano-Isla, Elizabeth Heros-Aguilar, Andres Casas-Diaz
Discover Education.2024;[Epub] CrossRef - Using a journal club to navigate a maze of COVID-19 papers in a front-line hospital service
Rachel Wenke, Paulina Stehlik, John Gerrard, Sharon Mickan, David Henry
BMJ Evidence-Based Medicine.2023; 28(3): 210. CrossRef - Club bibliográfico de la Sociedad Española de Radiología Médica: Historia, análisis y perspectivas tras 10 años de trayectoria
D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
Radiología.2023; 65(4): 376. CrossRef - Spanish Society of Medical Radiology Journal Club: History, analysis and perspectives after ten years of experience
D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
Radiología (English Edition).2023; 65(4): 376. CrossRef - Assessing Medical Students’ Perception of Implementing Journal Club Activities: A Qualitative Study
Roaa Aljumaa, Reem Elmokattaf, Mohammad Aljumaa, Haifa Almuhanna , Marukh Rashid , Ismail A Abdullah, Abdul Rahman Sukar
Cureus.2023;[Epub] CrossRef - Medical students’ attitudes towards the teaching of cervical and ovarian cancer screening protocols in Ireland: a qualitative study
Paul McHugh, Donal Brennan, Mary F. Higgins
Irish Journal of Medical Science (1971 -).2022; 191(1): 469. CrossRef
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Satisfaction with and suitability of the problem-based learning program at the Catholic University of Korea College of Medicine
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Dong Mi Yoo
, A Ra Cho
, Sun Kim
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J Educ Eval Health Prof. 2019;16:20. Published online July 19, 2019
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DOI: https://doi.org/10.3352/jeehp.2019.16.20
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13,818
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224
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6
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5
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Abstract
PDF
Supplementary Material
- Purpose
This study was conducted to identify suggestions for improving the effectiveness and promoting the success of the current problem-based learning (PBL) program at the Catholic University of Korea College of Medicine through a professor and student awareness survey.
Methods
A survey was carried out by sending out mobile Naver Form survey pages via text messages 3 times in December 2018, to 44 medical students and 74 professors. In addition, relevant official documents from the school administration were reviewed. The collected data were analyzed to identify the achievement of educational goals, overall satisfaction with, and operational suitability of the PBL program.
Results
The overall satisfaction scores for the PBL program were neutral (students, 3.27±0.95 vs. professors, 3.58±1.07; P=0.118). Regarding the achievement of educational goals, the integration of basic and clinical medicine and encouragement of learning motivation were ranked lowest. Many respondents expressed negative opinions about the modules (students, 25.0%; professors, 39.2%) and tutors (students, 54.5%; professors, 24.3%). The students and professors agreed that the offering timing of the program in medical school and the length of each phase were suitable, while opinions expressed in greater detail pointed to issues such as the classes being held too close to exams and their alignment with regular course units.
Conclusion
Issues with modules and tutors were the most pressing. Detailed and appropriate modules should be developed on the basis of advice from professors with experience in PBL tutoring. Inconsistencies in tutoring should be reduced by standardization and retraining.
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Citations
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- A PBL strategy for incorporating 3D cell culture into the classrooms of undergraduate biotechnology engineering students
Martin Garcia-Gonzalez, Karen Ivana Caro-Felix, Diana Priscila Bonilla-Ruelas, Alan Maximiliano Cortes-Limon, Ana Cecilia Luque-Badillo, Mauricio Andrés Salinas-Santander, Danielle Annette Orozco-Nunnelly, Juan Pablo Aguilar-Aleman, Claudia Lisette Charle
Research in Science & Technological Education.2024; : 1. CrossRef - Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review
Joan Carles Trullàs, Carles Blay, Elisabet Sarri, Ramon Pujol
BMC Medical Education.2022;[Epub] CrossRef - Student and Tutor Satisfaction with Problem-Based Learning in Azerbaijan
Ulkar Sattarova, Wim Groot, Jelena Arsenijevic
Education Sciences.2021; 11(6): 288. CrossRef - A scoping review of clinical reasoning research with Asian healthcare professionals
Ching-Yi Lee, Chang-Chyi Jenq, Madawa Chandratilake, Julie Chen, Mi-Mi Chen, Hiroshi Nishigori, Gohar Wajid, Pai-Hsuang Yang, Muhamad Saiful Bahri Yusoff, Lynn Monrouxe
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Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef
Brief report
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MEDTalks: a student-driven program to enhance undergraduate student understanding and interest in medical schools in Canada
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Jayson Azzi
, Dalia Karol
, Tayler Bailey
, Christopher Jerome Ramnanan
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J Educ Eval Health Prof. 2019;16:13. Published online May 22, 2019
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DOI: https://doi.org/10.3352/jeehp.2019.16.13
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14,164
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195
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2
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Abstract
PDF
Supplementary Material
- Given the lack of programs geared towards educating undergraduate students about medical school, the purpose of this study was to evaluate whether a medical student–driven initiative program, MEDTalks, enhanced undergraduate students’ understanding of medical school in Canada and stimulated their interest in pursuing medicine. The MEDTalks program, which ran between January and April 2018 at the University of Ottawa, consisted of 5 teaching sessions, each including large-group lectures, small-group case-based learning, physical skills tutorials, and anatomy lab demonstrations, to mimic the typical medical school curriculum. At the end of the program, undergraduate student learners were invited to complete a feedback questionnaire. Twenty-nine participants provided feedback, of whom 25 reported that MEDTalks allowed them to gain exposure to the University of Ottawa medical program; 27 said that it gave them a greater understanding of the teaching structure; and 25 responded that it increased their interest in attending medical school. The MEDTalks program successfully developed a greater understanding of medical school and helped stimulate interest in pursuing medical studies among undergraduate students.
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Citations
Citations to this article as recorded by

- Anatomy outreach: A conceptual model of shared purposes and processes
Angelique N. Dueñas, Paul A. Tiffin, Gabrielle M. Finn
Anatomical Sciences Education.2024; 17(7): 1445. CrossRef - Assessing the Impact of Early Undergraduate Exposure to the Medical School Curriculum
Christiana M. Cornea, Gary Beck Dallaghan, Thomas Koonce
Medical Science Educator.2022; 32(1): 103. CrossRef
Research articles
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Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study
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Samreen Misbah
, Usman Mahboob
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J Educ Eval Health Prof. 2017;14:35. Published online December 28, 2017
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DOI: https://doi.org/10.3352/jeehp.2017.14.35
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46,390
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486
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8
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8
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Abstract
PDF
Supplementary Material
- Purpose
The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan.
Methods
A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software.
Results
Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities.
Conclusion
The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies.
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Citations
Citations to this article as recorded by

- Regional perspectives on patient safety policies and initiatives: a focus group study with patient safety leaders in the Middle East and Asian regions
Niki O'Brien, Marium Soomro, Alexandra Shaw, Kanwal Latif, Yiwen Wu, Zakiuddin Ahmed, Mike Durkin
BMJ Open Quality.2024; 13(Suppl 2): e002573. CrossRef - Explanation of Evolving Health Technical and Vocational Education and Training System: A National Experience
Soleiman Ahmady, Sara Shahbazi
Journal of Medical Education.2022;[Epub] CrossRef - Integrating Patient Safety in the Existing Undergraduate Medical Curriculum
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Journal of the Scientific Society.2022; 49(2): 117. CrossRef - The Effect of Work Safety on Organizational Social Sustainability Improvement in the Healthcare Sector: The Case of a Public Sector Hospital in Pakistan
Zia Ullah, Mohammed Ali Bait Ali Sulaiman, Syed Babar Ali, Naveed Ahmad, Miklas Scholz, Heesup Han
International Journal of Environmental Research and Public Health.2021; 18(12): 6672. CrossRef - Understanding the significance of patient safety and designing a novel curriculum using Kern's six-step approach
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Muller Journal of Medical Sciences and Research.2021; 12(1): 56. CrossRef - Promoting Physical Activity in Group Home Settings: Staff Perspectives through a SWOT Analysis
Bik C. Chow, Peggy Hiu Nam Choi, Wendy Yajun Huang, Chien-yu Pan
International Journal of Environmental Research and Public Health.2020; 17(16): 5805. CrossRef - Ten years of the Helsinki Declaration on patient safety in anaesthesiology
Benedikt Preckel, Sven Staender, Daniel Arnal, Guttorm Brattebø, Jeffrey M. Feldman, Robert Ffrench-O’Carroll, Thomas Fuchs-Buder, Sara N. Goldhaber-Fiebert, Guy Haller, Arvid S. Haugen, Jan F.A. Hendrickx, Cor J. Kalkman, Patrick Meybohm, Christopher Neu
European Journal of Anaesthesiology.2020; 37(7): 521. CrossRef - Developing strategies for patient safety implementation: a national study in Iran
Ali Maher, Ali Ayoubian, Sima Rafiei, Donya Sheibani Tehrani, Farnaz Mostofian, Pooneh Mazyar
International Journal of Health Care Quality Assurance.2019; 32(8): 1113. CrossRef
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Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States
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Alisa Wray
, Kathryn Bennett
, Megan Boysen-Osborn
, Warren Wiechmann
, Shannon Toohey
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J Educ Eval Health Prof. 2017;14:29. Published online December 11, 2017
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DOI: https://doi.org/10.3352/jeehp.2017.14.29
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32,641
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248
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11
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8
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Abstract
PDF
Supplementary Material
- Purpose
The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine resident performance on the in-training exam (ITE). We hypothesized that the implementation of an asynchronous curriculum (replacing 1 hour of weekly didactic time) would result in non-inferior ITE scores compared to the historical scores of residents who had participated in the traditional 5-hour weekly didactic curriculum.
Methods
The study was a retrospective, non-inferiority study. conducted at the University of California, Irvine Emergency Medicine Residency Program. We compared ITE scores from 2012 and 2013, when there were 5 weekly hours of didactic content, with scores from 2014 and 2015, when 1 hour of conference was replaced with asynchro-nous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.
Results
Using a non-inferiority test with a 95% confidence interval, there was no difference between the 2 groups (before and after implementation of asynchronous learning), as the confidence interval for the change of the ITE was −3.5 to 2.3 points, whereas the 10% non-inferiority margin was 7.8 points.
Conclusion
Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.
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Citations
Citations to this article as recorded by

- An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics
Emily L Jameyfield, Semhar Tesfai, Alejandro A Palma, Adriana S Olson
Cureus.2023;[Epub] CrossRef - A randomized controlled trial to examine the effect of the Pediatric Opioid Analgesia Self‐Instruction System (PedOASIS) tool on pediatric hematology/oncology trainee education
Rebecca E. MacDonell‐Yilmaz, Anarina Murillo, Jennifer G. Welch
Pediatric Blood & Cancer.2023;[Epub] CrossRef - Development and Validation of Pediatric Opioid Analgesia Self-Instruction System (PedOASIS): An Opioid Knowledge Tool for Pediatric Clinicians
Rebecca E. MacDonell-Yilmaz, Angela Anderson, Priya Hirway, Jennifer G. Welch
Journal of Pediatric Hematology/Oncology.2022; 44(1): e204. CrossRef - Utilizing social media for cardiovascular education
Christina Mansour, Nooshin Beygui, Mamas A Mamas, Purvi J Parwani
Heart.2022; 108(15): 1240. CrossRef - Nephrology Trainee Education Needs Assessment: Five Years and a Pandemic Later
Benjamin S. Ko, Kurtis A. Pivert, Rob Rope, Anna M. Burgner, Joshua S. Waitzman, Susan M. Halbach, Suzanne M. Boyle, Lili Chan, Stephen M. Sozio
Kidney Medicine.2022; 4(11): 100548. CrossRef - Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era
Ronald Rivera, Jonathan Smart, Sangeeta Sakaria, Alisa Wray, Warren Wiechmann, Megan Boysen-Osborn, Shannon Toohey
JMIR Medical Education.2021; 7(2): e25213. CrossRef - Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
Dennis A. Daniel, Sue E. Poynter, Christopher P. Landrigan, Charles A. Czeisler, Jeffrey P. Burns, Traci A. Wolbrink
Pediatric Critical Care Medicine.2020; 21(11): 986. CrossRef - Asynchronous Curriculum “Socially Synchronized”: Learning Via Competition
Jon Smart, Adriana Segura Olson, Andrew Muck
Western Journal of Emergency Medicine.2018; 20(1): 6. CrossRef