This document discusses a study that assessed medical students' perceptions of implementing journal clubs in their undergraduate curriculum. A survey of 161 medical students found that the majority of preclinical students were unaware of journal clubs, but clinical students were more familiar. Students felt journal clubs could help improve their medical knowledge, clinical skills, and knowledge of current literature. The most common reasons students wanted journal clubs were to gain confidence presenting and to learn about current research. However, many felt journal clubs require too much preparation time. The study concludes journal clubs can enhance students' skills as lifelong learners and equip them for better patient care.
Attitude And Perception Of Post-Graduate Residents Toward Thesis A Cross-Sec...Steven Wallach
This study assessed the attitudes and perceptions of post-graduate medical residents toward completing a research thesis during their residency training. The study surveyed 125 residents across clinical and pre-clinical specialties. The majority of residents preferred observational studies over interventional studies for their thesis work. Most residents agreed that completing a thesis helped develop important research skills. However, residents also identified barriers like inadequate research facilities, study tools, and support staff. The study concluded that addressing barriers like lack of time, funding, and research infrastructure could help improve residents' attitudes toward completing their required theses.
Introduction: Journal Club helps to keep up with the vast literature and improves critical appraisal skills. As participation in journal clubs was decreasing a cross sectional survey to know the attitude towards journal club was conducted.
Materials and Methods: A questionnaire comprising of 16 questions was mailed to the faculty and post graduate students. Each most desirable response was scored 4 and least desirable scored 0.
Results: 47% faculty and 52% students participated. Majority were in favor of journal clubs being held. 90% agreed that journal clubs increase self confidence in delivering talks. 92% wanted both the faculty and students to present journal club, the duration of which should not be more than one hour and not more than 3 articles are presented. Majority felt department work load did not hinder journal club participation. Giving copies of articles being presented before hand, elaboration of materials and methods and increased involvement of faculty were suggested. Workshop emphasizing role of journal club has lead to an apparent increase in attendance.
Conclusions: Faculty and residents had a positive attitude towards journal club. Possibly decreased perceived importance of journal club and lack of push by motivated faculty led to decreased participation.
Web2 Locating Evidence Brisbane W Onotes Aug28guestb146316
An intra-campus partnership at New York University developed an evidence-based health services management curriculum and credit course for nurse leaders. The course teaches students to frame answerable questions, search specialized databases, develop effective search strategies, and critically appraise literature. Students gain competence in locating, organizing, and communicating evidence to support decision making in healthcare organizations. Feedback indicated the course empowered nurse managers with lifelong skills to retrieve and apply research evidence.
This document provides a detailed overview of the systematic process for developing and validating questionnaires for survey research. It outlines 7 key steps: 1) Set clear aims; 2) Define attributes; 3) Write a plan; 4) Develop and write items; 5) Select items; 6) Assess reliability; and 7) Evaluate validity. The first 4 steps focus on designing the questionnaire, while the last 3 steps deal with validation. Validation involves content validation, cognitive interviews, pilot testing, and psychometric evaluation including factor analysis and reliability testing. Following these steps helps ensure a rigorous and valid questionnaire is developed.
Evaluation of a tool for assessing clinical competence of msc nurse studentsAlexander Decker
The document reports on the first phase of a study which evaluated an existing clinical competence assessment tool used for MSc nurse students in Kenya. Twenty-seven nurse experts participated in the study and found that the existing tool had low content validity and needed revision. Specifically, the study found that only 7 of 34 items met the minimum content validity index threshold, and the tool had an average congruency percentage of only 60%. This indicates a need to revise the tool by adding and removing some competencies to better assess clinical competence.
This study assessed the perception of decision-making among nurse interns at Umm Al Qura University in Saudi Arabia. A questionnaire was administered to 30 nursing interns to measure their clinical decision-making skills. The findings showed that clinical quality was perceived as the highest attribute, while management received the lowest score. Most interns agreed that clinical settings caused stress. There was no significant correlation found between decision-making and competence based on gender. The knowledge gained from this study can help nursing staff, interns, administrators, and the university to identify skill gaps and improve internship training programs.
Attitude And Perception Of Post-Graduate Residents Toward Thesis A Cross-Sec...Steven Wallach
This study assessed the attitudes and perceptions of post-graduate medical residents toward completing a research thesis during their residency training. The study surveyed 125 residents across clinical and pre-clinical specialties. The majority of residents preferred observational studies over interventional studies for their thesis work. Most residents agreed that completing a thesis helped develop important research skills. However, residents also identified barriers like inadequate research facilities, study tools, and support staff. The study concluded that addressing barriers like lack of time, funding, and research infrastructure could help improve residents' attitudes toward completing their required theses.
Introduction: Journal Club helps to keep up with the vast literature and improves critical appraisal skills. As participation in journal clubs was decreasing a cross sectional survey to know the attitude towards journal club was conducted.
Materials and Methods: A questionnaire comprising of 16 questions was mailed to the faculty and post graduate students. Each most desirable response was scored 4 and least desirable scored 0.
Results: 47% faculty and 52% students participated. Majority were in favor of journal clubs being held. 90% agreed that journal clubs increase self confidence in delivering talks. 92% wanted both the faculty and students to present journal club, the duration of which should not be more than one hour and not more than 3 articles are presented. Majority felt department work load did not hinder journal club participation. Giving copies of articles being presented before hand, elaboration of materials and methods and increased involvement of faculty were suggested. Workshop emphasizing role of journal club has lead to an apparent increase in attendance.
Conclusions: Faculty and residents had a positive attitude towards journal club. Possibly decreased perceived importance of journal club and lack of push by motivated faculty led to decreased participation.
Web2 Locating Evidence Brisbane W Onotes Aug28guestb146316
An intra-campus partnership at New York University developed an evidence-based health services management curriculum and credit course for nurse leaders. The course teaches students to frame answerable questions, search specialized databases, develop effective search strategies, and critically appraise literature. Students gain competence in locating, organizing, and communicating evidence to support decision making in healthcare organizations. Feedback indicated the course empowered nurse managers with lifelong skills to retrieve and apply research evidence.
This document provides a detailed overview of the systematic process for developing and validating questionnaires for survey research. It outlines 7 key steps: 1) Set clear aims; 2) Define attributes; 3) Write a plan; 4) Develop and write items; 5) Select items; 6) Assess reliability; and 7) Evaluate validity. The first 4 steps focus on designing the questionnaire, while the last 3 steps deal with validation. Validation involves content validation, cognitive interviews, pilot testing, and psychometric evaluation including factor analysis and reliability testing. Following these steps helps ensure a rigorous and valid questionnaire is developed.
Evaluation of a tool for assessing clinical competence of msc nurse studentsAlexander Decker
The document reports on the first phase of a study which evaluated an existing clinical competence assessment tool used for MSc nurse students in Kenya. Twenty-seven nurse experts participated in the study and found that the existing tool had low content validity and needed revision. Specifically, the study found that only 7 of 34 items met the minimum content validity index threshold, and the tool had an average congruency percentage of only 60%. This indicates a need to revise the tool by adding and removing some competencies to better assess clinical competence.
This study assessed the perception of decision-making among nurse interns at Umm Al Qura University in Saudi Arabia. A questionnaire was administered to 30 nursing interns to measure their clinical decision-making skills. The findings showed that clinical quality was perceived as the highest attribute, while management received the lowest score. Most interns agreed that clinical settings caused stress. There was no significant correlation found between decision-making and competence based on gender. The knowledge gained from this study can help nursing staff, interns, administrators, and the university to identify skill gaps and improve internship training programs.
The study assessed the perception of decision-making among nurse interns at Umm Al Qura University in Saudi Arabia. A questionnaire was administered to 30 nursing interns to evaluate their decision-making skills across various dimensions. The results found that clinical quality was perceived as the highest attribute, while clinical instructions were the lowest. Most interns agreed they felt stress in clinical settings and there was no significant correlation between decision-making and competence based on gender. The knowledge gained from the study can help nursing staff, interns, administrators, and the university to identify skill gaps and improve internship training programs.
This assignment will be uploaded automatically to Turnitin upon suGrazynaBroyles24
This assignment will be uploaded automatically to Turnitin upon submission to verify this is your original work and no parts were copied from another student.
Turnitin is now more closely integrated with Canvas. Overall, you will find Turnitin assignments easier to use, but the steps to submit an assignment have changed somewhat. Directions are as follows:
1. Click the orange “Submit Assignment” button at the top of the page to open the upload window.
2. Click on “Choose File” to select your assignment file you want to upload.
3. Check the box to agree to the Turnitin End-User License Agreement.
4. Click “Submit Assignment.”
5. Your Turnitin report will be visible in the “Grades” section of your course.
Please refer to the pages below for more information about these changes.
• Turnitin Submitting a Paper (Links to an external site.) explains how to submit a file.
• Turnitin Assignment Student View (Links to an external site.) lets you submit a paper, then view feedback on the file you have submitted.
• Turnitin Viewing Instructor Feedback (Links to an external site.) helps you view your instructor feedback.
DIRECTIONS
· Do not stereotype a cultural/ethnic group. Stereotyping will result in point deduction. See rubric.
Below are my chosen topics:
Approved specific/ethnic population _____ Hispanic/Latinos- population
Approved health problem ___ New cases of diagnosed diabetes in the population
· Address the questions on the provided template:
· Description of Issue, Indicator, and Focus
· Describe approved transcultural nursing issue from Course Project
· Describe approved Healthy People 2030 Leading Health Indicator
· Describe approved cultural focus
· References with Permalink
· Provide APA references for two peer-reviewed scholarly professional journal articles related to your nursing issue, cultural focus and/or health indicator.
· Articles must be published within the last five (5) years. If you are unsure whether the article is appropriate, ask your instructor.
· Include the permalink to the article.
· For more information on finding Permalinks in the Chamberlain Library, see Learn the Library and Finding Permalinks (Links to an external site.).
· Summary
· Summarize the key points from each peer-reviewed scholarly professional nursing journal articles selected in one or two paragraphs. Be clear and concise.
· Educational Plan
· Imagine you are educating a group of fellow nurses.
· Clearly describe what key points would you share with them?
· What would you suggest as best practices?
· What ethical issues or conflict of care could potentially exist?
· Please reach out to your instructor with any questions or concerns.
Template
Week 4: Course Project Part 2 Template(Download here) (Links to an external site.)
Best Practices
· Please use your browser's File setting to save or print this page.
· Use the template provided. If the template is not used, a deduction will be applied. See rubric below.
· Spell check for spelling a ...
Advancing A Program Of Research Within A Nursing Faculty RoleJessica Navarro
1) The document provides advice for doctoral students and new nursing faculty on advancing their research program, drawing on literature and the authors' experiences.
2) It discusses strategies like pursuing individual training awards, obtaining a postdoctoral fellowship, and seeking a faculty position at a research-intensive university.
3) The authors also recommend finding mentors, developing a trajectory of research productivity, and applying for career development awards to support building an independent research program.
Appraisal of weekly conducted clinical pathologic case conference (CPC).pdfLeslie Schulte
- The document discusses a survey evaluating a weekly clinical pathologic case conference (CPC) conducted at the School of Medical Sciences, Universiti Sains Malaysia.
- The survey found that the majority of faculty were unaware of the original/formal CPC format and that many presentations deviated from this format by lacking differential diagnosis discussion.
- However, most faculty expressed willingness to follow guidelines to adapt presentations to the formal CPC format and recognized CPC as an important continuing medical education opportunity.
By administering assessments and analyzing the results, targeted aTawnaDelatorrejs
By administering assessments and analyzing the results, targeted and individualized interventions can be determined to best serve the needs of students with disabilities. The actual implementation of the interventions provides teachers opportunities to collect data and gauge the effectiveness of the interventions in addressing documented student needs. Teachers can also gain important skills and knowledge on how to best advocate for practical classroom interventions. Teachers will also be able to collaborate with colleagues and families in mentoring students to take ownership of learning strategies.
Allocate at least 2 hours in the field to support this field experience,
Part 1: Assessment and Interventions
Select at least one student to whom you will administer the informal RTI assessment created in Clinical Field Experience A. Score the assessment and share the results with the student to increase understanding of his or her strengths and areas for improvement.
Collaborate with the certified special education teacher and the student to develop 2-3 interventions based on the student assessment data to support the student’s progress in the classroom. In addition, detail one intervention that can be incorporated at home with family support.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Reflection
In 250-500 words, summarize and reflect upon the following:
· Describe each intervention, including teacher, student, and family roles, where applicable.
· Your experiences administering the assessment, analyzing the results, and providing the student feedback on his or her performance.
· Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response.
· Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
6
Annotated Bibliography
Student’s Name
Course
Instructor’s name.
Institutional Affiliation
October 7, 2021.
Annotated Bibliography
Ali, H., Ibrahem, S. Z., Al Mudaf, B., Al Fadalah, T., Jamal, D., & El-Jardali, F. (2018). Baseline assessment of patient safety culture in public hospitals in Kuwait. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-2960-x
The researchers conducted a cross-sectional study in 16 public hospitals in Kuwait using the Hospital Survey on Patient Safety Culture (HSOPSC). The study aimed to assess patient safety culture in public hospitals as perceived by hospital staff and relate the findings similar to regional and international ...
The document discusses a study that aimed to provide an empirical model of the hidden curriculum and its role in transferring knowledge of medical ethics. Interviews were conducted with professors and senior medical students. Analysis of the interviews identified 5 main themes related to the hidden curriculum and medical ethics: 1) Objectives and Curriculum, 2) Physical Space, 3) Backgrounds and Perspectives, 4) Laws and regulations, and 5) Relationships. A total of 67 concepts were extracted from the interviews and categorized under these 5 themes.
College Writing II Synthesis Essay Assignment Summer Semester 2017.docxclarebernice
College Writing II Synthesis Essay Assignment Summer Semester 2017
Directions:
For this assignment you will be writing a synthesis essay. A synthesis is a combination of two or more summaries and sources. In a synthesis essay you will have three paragraphs, an introduction, a synthesis and a conclusion.
In the introduction you will give background information about your topic. You will also include a thesis statement at the end of the introduction paragraph. The thesis statement should describe the goal of your synthesis. (informative or argumentative)
The second paragraph is the synthesis. You will combine two summaries of two different articles on the same topic. You will follow all summary guidelines for these two paragraphs. The synthesis will most likely either argue or inform the reader about the topic.
The conclusion paragraph should summarize the points of your essay and restate the general ideas.
For this essay you will read two research articles on a similar topic to the previous critical review essay as you can use this research in your inquiry paper. You will summarize both articles in two paragraphs and combine the paragraphs for your synthesis. In the synthesis you must include the main ideas of the articles and the author, title, and general idea in the first sentences.
This essay will be three pages long and the first draft and peer review are due June 15. You must turn them in hardcopy in class so you can do a peer review.
Running head: THESIS DRAFT 1
THESIS DRAFT 3Thesis Draft
Katelyn B. Rhodes
D40375299
DeVry University
Point-of-Care Testing (PoCT) has dramatically taken over the field of clinical laboratory testing since it’s introduction approximately 45 years ago. The technologies utilized in PoCT have been refined to deliver accurate and expedient test results and will become even more sensitive and accurate in order to dominate the field of clinical laboratory testing. Furthermore, there will be a dramatic increase in the volume of clinical testing performed outside of the laboratory. New and emerging PoCT technologies utilize sophisticated molecular techniques such as polymerase chain reaction to aid in the treatment of major health problems worldwide, such as sexually transmitted infections (John & Price, 2014).
Historic Timeline
In the early-to-mid 1990’s, bench top analyzers entered the clinical laboratory scene. These analyzers were much smaller than the conventional analyzers being used, and utilized touch-screen PCs for ease of use. For this reason, they were able to be used closer to the patient’s bedside or outside of the laboratory environment. However, at this point in time, laboratory testing results were stored within the device and would have to then be sent to the main central laboratory for analysis.
Technology in the mid-to-late 1990’s permitted analyzers to be much smaller so that they may be easily carried to the patient’s location. Computers also became more ...
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
This document discusses systematic reviews and their usefulness for busy dental practitioners. It introduces the problem of information overload for clinicians trying to stay up to date. Systematic reviews provide a solution by synthesizing large amounts of research into concise summaries. The key features that make systematic reviews reliable include having a clearly defined clinical question, conducting a comprehensive search for relevant studies, using explicit criteria to include/exclude studies, assessing study validity, analyzing inconsistencies, appropriately combining findings, and conclusions supported by evidence. Systematic reviews offer clinicians summaries of the best available evidence to inform patient care decisions.
Clinical practice critical_research_paper essay sample from assignmentsupport...https://writeessayuk.com/
The document summarizes a qualitative research study that analyzed paradoxical realities in everyday clinical practice through interviews and surveys across 13 healthcare organizations in Canada. Key themes identified included near misses as a metaphor for system vulnerabilities, factors contributing to near misses like communication issues, and strategies for safer processes like improved training. Researchers conducted ethics-approved interviews with healthcare professionals and patients on their experiences. Data analysis identified major themes around system gaps and opportunities for enhanced safety. The rigorous study provided valuable insights into improving the healthcare system.
Angovian Methods for Standard Setting in Medical Education: Can They Ever Be Criterion Referenced? ............. 1
Brian Chapman
Development Model of Learning Objects Based on the Instructional Techniques Recommendation....................... 27
Antonio Silva Sprock, Julio Cesar Ponce Gallegos and María Dolores Villalpando Calderón
Influential Factors in Modelling SPARK Science Learning System ............................................................................... 36
Marie Paz E. Morales
Investigating Reliability and Validity for the Construct of Inferential Statistics ......................................................... 51
Saras Krishnan and Noraini Idris
Influence of Head Teachers‟ Management Styles on Teacher Motivation in Selected Senior High Schools in the
Sunyani Municipality of Ghana ......................................................................................................................................... 61
Magdalene Brown Anthony Akwesi Owusu
Comparison and Properties of Correlational and Agreement Methods for Determining Whether or Not to Report
Subtest Scores ....................................................................................................................................................................... 61
Oksana Babenko, PhD. and W. Todd Rogers, PhD
Analysis of Achievement Tests in Secondary Chemistry and Biology ......................................................................... 75
Allen A. Espinosa, Maria Michelle V. Junio, May C. Manla, Vivian Mary S. Palma, John Lou S. Lucenari and Amelia E.
Punzalan
Towards Developing a Proposed Model of TeachingLearning Process Based on the Best Practices in Chemistry
Laboratory Instruction ......................................................................................................................................................... 83
Paz B. Reyes, Rebecca C. Nueva España and Rene R. Belecina
The document discusses medical education in the 21st century. It begins with an overview of trends in U.S. undergraduate medical education including longitudinal clinical programs and a movement toward competency-based evaluations using Entrustable Professional Activities (EPAs). Next, it discusses changes in clinical undergraduate medical education such as longitudinal integrated clerkships and EPA-based evaluations. Finally, it reviews graduate medical education, noting new requirements from the ACGME, and novel approaches using digital resources, asynchronous learning theory, and social media.
Here are 3 potential barriers that could have caused a delay in implementing the research findings supporting the use of saline over heparin for maintaining peripheral IV catheters:
1. Lack of awareness or accessibility of the existing research evidence among clinicians. Medical research takes time to disseminate into practice.
2. Resistance to change long-standing practices without a compelling clinical practice guideline or recommendation from a major organization. The ASHP policy from 2006 helped address this.
3. Potential economic barriers if hospitals had invested in heparin products and switching to saline-only maintenance required a change in supplies and protocols. Standardizing on the lower cost saline may have faced resistance.
Nurse Staffing Issues Evidence Based Practice Discussion.pdfbkbk37
This document provides information and guidelines for a qualitative critique paper assignment. Students are instructed to select a qualitative research article related to their PICO question and critique it using specific criteria. The criteria include describing the phenomenon of interest, purpose and methodology, literature review, sample, data collection/analysis, results, and implications for practice. Guidelines are provided for formatting the paper in APA style and grading rubric is included.
The document reviews literature on teaching undergraduate medical students about oncology. It finds that involving patients in teaching through methods like portfolio learning is effective. Using simulated models or standardized patients to teach skills like breast examination improves students' clinical assessment abilities. Computer-based learning has a role but is not necessarily superior to other approaches. Teaching about cancer screening and prevention increases students' knowledge and skills and changes their behaviors. The conclusion recommends oncology educators consider evidence-based teaching approaches covered in the review and that more research is needed in this field.
Supporting a pathway scholars program: How a librarian can add information li...Kathleen Carlson
The Pathway Scholars Program (PSP) at The University of Arizona College of Medicine–Phoenix is intended for students who may have had fewer resources available to them because of socioeconomic status, educationalopportunities, and geography, or may have been a first-generation college
graduate. The PSP serves as an alternate pipeline of medical student candidates.
The document discusses a mixed-methods approach to conducting a curriculum needs assessment for a DNP program. It involved a 3 phase process: 1) A national survey of thrombosis consultants to identify current training programs and practice patterns. 2) An audit of thrombosis consults at an academic medical center to provide empirical data on consult characteristics and learning issues. 3) A focus group and modified Delphi technique to generate consensus on curriculum topics and explore delivery issues. The approach validated expert opinions with objective practice data to identify gaps in training and barriers to curriculum development.
Do Extra-curricular Activities Improve Educational Outcomes: The Article ReviewMuhammad Nur Fadzly Basar
1) The document summarizes a research article that conducted a meta-analysis of previous studies to determine if extra-curricular activities (ECA) in schools improve educational outcomes.
2) The meta-analysis reviewed 136 studies and ultimately analyzed 29 studies that met criteria for population, activity type, and outcomes measured.
3) The analysis found that while ECA are associated with positive outcomes, there is no conclusive evidence that ECA causally improve outcomes. Current research does not show ECA positively or negatively affecting student performance.
Do Extra-curricular Activities in Schools Improve Educational Outcomes?: Arti...Muhammad Nur Fadzly Basar
1) The document summarizes a research article that conducted a meta-analysis of previous studies to determine if extra-curricular activities (ECA) in schools improve educational outcomes.
2) The meta-analysis reviewed 136 studies and ultimately included 29 studies that met criteria for population, activity type, and outcomes measured.
3) The analysis found that while ECA are associated with positive outcomes, there is no conclusive evidence that ECA causally improve outcomes. Current research does not show ECA positively or negatively affect student performance.
The study assessed the perception of decision-making among nurse interns at Umm Al Qura University in Saudi Arabia. A questionnaire was administered to 30 nursing interns to evaluate their decision-making skills across various dimensions. The results found that clinical quality was perceived as the highest attribute, while clinical instructions were the lowest. Most interns agreed they felt stress in clinical settings and there was no significant correlation between decision-making and competence based on gender. The knowledge gained from the study can help nursing staff, interns, administrators, and the university to identify skill gaps and improve internship training programs.
This assignment will be uploaded automatically to Turnitin upon suGrazynaBroyles24
This assignment will be uploaded automatically to Turnitin upon submission to verify this is your original work and no parts were copied from another student.
Turnitin is now more closely integrated with Canvas. Overall, you will find Turnitin assignments easier to use, but the steps to submit an assignment have changed somewhat. Directions are as follows:
1. Click the orange “Submit Assignment” button at the top of the page to open the upload window.
2. Click on “Choose File” to select your assignment file you want to upload.
3. Check the box to agree to the Turnitin End-User License Agreement.
4. Click “Submit Assignment.”
5. Your Turnitin report will be visible in the “Grades” section of your course.
Please refer to the pages below for more information about these changes.
• Turnitin Submitting a Paper (Links to an external site.) explains how to submit a file.
• Turnitin Assignment Student View (Links to an external site.) lets you submit a paper, then view feedback on the file you have submitted.
• Turnitin Viewing Instructor Feedback (Links to an external site.) helps you view your instructor feedback.
DIRECTIONS
· Do not stereotype a cultural/ethnic group. Stereotyping will result in point deduction. See rubric.
Below are my chosen topics:
Approved specific/ethnic population _____ Hispanic/Latinos- population
Approved health problem ___ New cases of diagnosed diabetes in the population
· Address the questions on the provided template:
· Description of Issue, Indicator, and Focus
· Describe approved transcultural nursing issue from Course Project
· Describe approved Healthy People 2030 Leading Health Indicator
· Describe approved cultural focus
· References with Permalink
· Provide APA references for two peer-reviewed scholarly professional journal articles related to your nursing issue, cultural focus and/or health indicator.
· Articles must be published within the last five (5) years. If you are unsure whether the article is appropriate, ask your instructor.
· Include the permalink to the article.
· For more information on finding Permalinks in the Chamberlain Library, see Learn the Library and Finding Permalinks (Links to an external site.).
· Summary
· Summarize the key points from each peer-reviewed scholarly professional nursing journal articles selected in one or two paragraphs. Be clear and concise.
· Educational Plan
· Imagine you are educating a group of fellow nurses.
· Clearly describe what key points would you share with them?
· What would you suggest as best practices?
· What ethical issues or conflict of care could potentially exist?
· Please reach out to your instructor with any questions or concerns.
Template
Week 4: Course Project Part 2 Template(Download here) (Links to an external site.)
Best Practices
· Please use your browser's File setting to save or print this page.
· Use the template provided. If the template is not used, a deduction will be applied. See rubric below.
· Spell check for spelling a ...
Advancing A Program Of Research Within A Nursing Faculty RoleJessica Navarro
1) The document provides advice for doctoral students and new nursing faculty on advancing their research program, drawing on literature and the authors' experiences.
2) It discusses strategies like pursuing individual training awards, obtaining a postdoctoral fellowship, and seeking a faculty position at a research-intensive university.
3) The authors also recommend finding mentors, developing a trajectory of research productivity, and applying for career development awards to support building an independent research program.
Appraisal of weekly conducted clinical pathologic case conference (CPC).pdfLeslie Schulte
- The document discusses a survey evaluating a weekly clinical pathologic case conference (CPC) conducted at the School of Medical Sciences, Universiti Sains Malaysia.
- The survey found that the majority of faculty were unaware of the original/formal CPC format and that many presentations deviated from this format by lacking differential diagnosis discussion.
- However, most faculty expressed willingness to follow guidelines to adapt presentations to the formal CPC format and recognized CPC as an important continuing medical education opportunity.
By administering assessments and analyzing the results, targeted aTawnaDelatorrejs
By administering assessments and analyzing the results, targeted and individualized interventions can be determined to best serve the needs of students with disabilities. The actual implementation of the interventions provides teachers opportunities to collect data and gauge the effectiveness of the interventions in addressing documented student needs. Teachers can also gain important skills and knowledge on how to best advocate for practical classroom interventions. Teachers will also be able to collaborate with colleagues and families in mentoring students to take ownership of learning strategies.
Allocate at least 2 hours in the field to support this field experience,
Part 1: Assessment and Interventions
Select at least one student to whom you will administer the informal RTI assessment created in Clinical Field Experience A. Score the assessment and share the results with the student to increase understanding of his or her strengths and areas for improvement.
Collaborate with the certified special education teacher and the student to develop 2-3 interventions based on the student assessment data to support the student’s progress in the classroom. In addition, detail one intervention that can be incorporated at home with family support.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Reflection
In 250-500 words, summarize and reflect upon the following:
· Describe each intervention, including teacher, student, and family roles, where applicable.
· Your experiences administering the assessment, analyzing the results, and providing the student feedback on his or her performance.
· Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response.
· Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
6
Annotated Bibliography
Student’s Name
Course
Instructor’s name.
Institutional Affiliation
October 7, 2021.
Annotated Bibliography
Ali, H., Ibrahem, S. Z., Al Mudaf, B., Al Fadalah, T., Jamal, D., & El-Jardali, F. (2018). Baseline assessment of patient safety culture in public hospitals in Kuwait. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-2960-x
The researchers conducted a cross-sectional study in 16 public hospitals in Kuwait using the Hospital Survey on Patient Safety Culture (HSOPSC). The study aimed to assess patient safety culture in public hospitals as perceived by hospital staff and relate the findings similar to regional and international ...
The document discusses a study that aimed to provide an empirical model of the hidden curriculum and its role in transferring knowledge of medical ethics. Interviews were conducted with professors and senior medical students. Analysis of the interviews identified 5 main themes related to the hidden curriculum and medical ethics: 1) Objectives and Curriculum, 2) Physical Space, 3) Backgrounds and Perspectives, 4) Laws and regulations, and 5) Relationships. A total of 67 concepts were extracted from the interviews and categorized under these 5 themes.
College Writing II Synthesis Essay Assignment Summer Semester 2017.docxclarebernice
College Writing II Synthesis Essay Assignment Summer Semester 2017
Directions:
For this assignment you will be writing a synthesis essay. A synthesis is a combination of two or more summaries and sources. In a synthesis essay you will have three paragraphs, an introduction, a synthesis and a conclusion.
In the introduction you will give background information about your topic. You will also include a thesis statement at the end of the introduction paragraph. The thesis statement should describe the goal of your synthesis. (informative or argumentative)
The second paragraph is the synthesis. You will combine two summaries of two different articles on the same topic. You will follow all summary guidelines for these two paragraphs. The synthesis will most likely either argue or inform the reader about the topic.
The conclusion paragraph should summarize the points of your essay and restate the general ideas.
For this essay you will read two research articles on a similar topic to the previous critical review essay as you can use this research in your inquiry paper. You will summarize both articles in two paragraphs and combine the paragraphs for your synthesis. In the synthesis you must include the main ideas of the articles and the author, title, and general idea in the first sentences.
This essay will be three pages long and the first draft and peer review are due June 15. You must turn them in hardcopy in class so you can do a peer review.
Running head: THESIS DRAFT 1
THESIS DRAFT 3Thesis Draft
Katelyn B. Rhodes
D40375299
DeVry University
Point-of-Care Testing (PoCT) has dramatically taken over the field of clinical laboratory testing since it’s introduction approximately 45 years ago. The technologies utilized in PoCT have been refined to deliver accurate and expedient test results and will become even more sensitive and accurate in order to dominate the field of clinical laboratory testing. Furthermore, there will be a dramatic increase in the volume of clinical testing performed outside of the laboratory. New and emerging PoCT technologies utilize sophisticated molecular techniques such as polymerase chain reaction to aid in the treatment of major health problems worldwide, such as sexually transmitted infections (John & Price, 2014).
Historic Timeline
In the early-to-mid 1990’s, bench top analyzers entered the clinical laboratory scene. These analyzers were much smaller than the conventional analyzers being used, and utilized touch-screen PCs for ease of use. For this reason, they were able to be used closer to the patient’s bedside or outside of the laboratory environment. However, at this point in time, laboratory testing results were stored within the device and would have to then be sent to the main central laboratory for analysis.
Technology in the mid-to-late 1990’s permitted analyzers to be much smaller so that they may be easily carried to the patient’s location. Computers also became more ...
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
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followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
This document discusses systematic reviews and their usefulness for busy dental practitioners. It introduces the problem of information overload for clinicians trying to stay up to date. Systematic reviews provide a solution by synthesizing large amounts of research into concise summaries. The key features that make systematic reviews reliable include having a clearly defined clinical question, conducting a comprehensive search for relevant studies, using explicit criteria to include/exclude studies, assessing study validity, analyzing inconsistencies, appropriately combining findings, and conclusions supported by evidence. Systematic reviews offer clinicians summaries of the best available evidence to inform patient care decisions.
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2. Ranganath et al
Res Dev Med Educ, 2021, 10, 5
2
performance, particularly in lower-achieving students,
improved students’ research paper presentations 4
.
Implementing and conducting successful journal clubs
for undergraduates is a challenging task. One of the
common concerns is that the use of higher-level language
in research literature can hinder students’ understanding
and applying knowledge beyond traditional textbooks.
Many residents feel that presenting in journal clubs
is an intimidating process and is one of the reasons for
unsuccessful journal clubs. 5
Therefore, it is important to overcome the pitfalls of
the implementation of journal clubs for undergraduate
medical students. Efforts should be made to present
innovative journal clubs that can create interest in
students, build foundational knowledge and enhance
critical appraisal thinking.
The aim of the study
• To know whether students are aware of the concept
of journal club.
• To assess students’ willingness to implement journal
clubs in their undergraduate medical curriculum.
Methodology
This is a cross-sectional study conducted among
undergraduate medical students at the College of
Medicine and Health Sciences, The National University
of Science and Technology, in February 2019. This
study was conducted to understand the perception of
students around the implementation of journal club in an
undergraduate curriculum.
Convenience sampling was conducted. All medical
students were sent invitations and consent forms to their
group emails to participate in the survey.
• Inclusion criteria- All students who gave consent to
participate.
• Exclusion criteria – Premedical students; students
who did not give consent.
A survey was conducted among 161 students
undergraduate preclinical and clinical year students. The
purpose of the study was explained and instructions for
filling out the survey forms were given. A questionnaire
containing 8 items was administered using Google Forms
to students’ emails. Students were given sufficient time to
answer all questions.
A survey-based questionnaire was developed after
severalliteraturereviews.Thisquestionnairewascreatedto
address the knowledge, attitudes, and perceptions towards
the implementation of a journal club in the undergraduate
curriculum among undergraduate students. An attempt
was made to identify questions that were appropriate
for the pre-selected domains. Five questions addressed
knowledge and perceptions of journal club and three
questions addressed attitudes towards the implementation
of journal club. The questionnaire was evaluated
for relevance, clarity, grammar /spelling, ambiguity,
and sentence structure by four subject experts at the
university for content and face validity. The four experts
were preclinical faculty who had sufficient experience in
conducting journal clubs for postgraduates in medical
colleges. They were given a cover letter that explained
the purpose of the study, the reasons for selecting the
content expert, a description of the questionnaire, and
an explanation of the content evaluation procedure. The
experts scored each question as follows: Strongly agree-5,
Agree-4, Neutral-3, Disagree-2, and Strongly disagree-1.
The experts were asked to provide suggestions for revision
or deletion of the questions to which they gave a lower
score (1 or 2). For questions in need of revision, the
experts were requested to comment on the clarity and to
provide a suitable option of addressing the relevance of
the question. The Item-Content Validity Index (I-CVI)
estimations for the 8 KAP items that ranged between
0.78 and 1.00 were retained after the evaluation of the
panelists, indicating that these items were considered clear,
understandable, and relevant to the questionnaire. The
modified Kappa (K*) values for all items were excellent
(> 0.75), illuminating that the agreement between experts
was not due to chance. The Scale Content Validity Index
(S-CVI/Ave) was 0.90, confirming the content validity of
the scale.
The internal consistency reliability, Cronbach’s alpha,
was measured to be 0.782. The questionnaire was reviewed
and approved by the Research and Ethics Committee.
(Reg.no -CMHS/REC/016/18/C).
Data were analyzed using SPSS version 22. Descriptive
statistics (The frequency with percentages for categorical
variables) were used for the study variables, and chi-square
(X2
) test was applied to establish statistical significance.
Results
A total of 161 (N
=
161) students from preclinical and
clinical years participated in the survey. In all, 112 (69.4%)
students were from preclinical years and 49 (30.6%) were
from clinical years. About 90% (n
=
145) of the students
were female and 10% (n = 16) were male.
Majority of the students from preclinical years (70.5%;
n
=
79) did not know what a journal club was but many
students (59.1%; n
=
29) from the clinical years knew
about journal club. The difference between preclinical and
clinical years regarding knowledge of journal club was
statistically significant as shown in Table 1 (significance:
P<0.05).
Regarding the source of information about journal club,
majority of the students came to know about journal club
through friends/seniors (40.9%), followed by the internet
(36.4%), through attending journal club (10.2%), and
17% of the students learned about journal club through
literature. Students were able to select multiple responses.
The overall percentage of students asked for the role
of the journal club in improving knowledge and skills
choosing “yes” was 65.2% (n = 105) shows that it certainly
3. Implementing journal club in undergraduate medical curriculum
Res Dev Med Educ, 2021, 10, 5 3
improves the medical knowledge /clinical skills. In
addition, 26.2% (n
=
42) chose “yes, but not now.” 7.5%
(n = 12) did not agree (Table 2).
An important aspect of journal club is that journal club
helps update knowledge of current medical literature.
Majority of the students from both clinical and preclinical
years (71.4%; n
=
115) agreed; only 5.6% (n
=
9) did not
agree. However, 21% (n
=
34) were not sure whether
journal clubs help in updating knowledge. These results
are shown in Table 3.
When questioned about the fact that the journal clubs
play a major role in motivating research activities, 49.0%
of students overall chose “yes”, 12.4% chose “no,” and
36.6% said they were not sure.
Almost half of the students (46.1%; n
=
74) said they
would like to have journal clubs incorporated in their
curriculum, while 30.4% (n = 49) of students said it would
not make a difference and 22.3% (n = 36) of students did
not want it to be included in their curriculum.
Among the five reasons for journal clubs to be included
in the curriculum, the option chosen most often (30.8%)
was to help them gain confidence to present cases in the
clinics and exams. Next highest was 21.2 % for the option
to create awareness about current research updates, then
19.9 % for helping gain a deeper understanding of the
subject, 18.6% for motivating self-learning, and 9.6% for
giving the opportunity to learn biostatistics (Figure 1).
Of the five reasons for a journal club not to be included
in the curriculum, the results are as follows in descending
order: 92 students felt JC required a lot of time to prepare;
lack of sufficient resources (n
=
25); stage fright (n
=
14);
difficulty in understanding statistics (n
=
12); JC would
not help much at (n
=
10). Students were encouraged to
choose multiple options (Figure 2).
Discussion
Medical education in the new era has made it essential for
teachers to deliver the curriculum in a planned manner
to keep pace with modern educational developments.
Several innovative teaching methods, such as PBL, TBL,
integrated teaching and evidence-based learning, are being
investigated and practiced for a better understanding of
these subjects.
Journal clubs can also be used as a teaching-learning
method that promotes understanding, attitudes,
motivation, and competencies essential for practicing
evidence-based care. Journal clubs are usually
implemented for different purposes in different settings,
such as journal clubs for health professionals to improve
clinical practice, apply research into practice or develop
their skills in setting clinical questions, discussing,
evaluating, and updating scientific knowledge. 6
Journal clubs are important forums for keeping up-
to-date knowledge with the latest research happening
worldwide. Critical analysis of the research studies helps
in self-appraisal and improves skills associated with
evidence-based medicine. Journal club remains one of the
most essential parts of the postgraduate curriculum, but
it is usually not included in the undergraduate medical
curriculum. Majority of our students did not know about
journal club. Most students learned about it through
friends or seniors or the internet. Only a few students had
attended journal clubs conducted in college for faculties.
Regular didactic lectures, seminars, and formal
assessments are not sufficient in modern medicine. There
is a need for competency in seeking knowledge, clinical
skills, and evidence-based practice 7
. Journal clubs not
only improve knowledge and reading habits but also
help in keeping the momentum of medical knowledge
and creating enthusiasm for conducting research. A
discussion of research articles will benefit the participants
by increasing the depth of their knowledge. 8
A previous
study reported that participation in an active learning-
based undergraduate journal club improved student
Table 1. Students’ knowledge of journal club (N = 161)
Do you know JC Total
P value
Yes Percent No Percent Total Students Percent
Preclinical 33 29.5% 79 70.5% 112 69.4%
Clinical 29 59.1% 20 40.9% 49 30.6% <0.0001
Total 62 38.5% 99 61.5% 161 100%
Abbreviation: JC, journal club
Table 2. Role of journal club in improving medical knowledge /clinical skills
Year
Total
Preclinical Clinical
Not answered 2 0 2
Yes 75 30 105
Yes, but not now 26 16 42
No 9 3 12
112 49 161
Table 3. Role of journal clubs in updating knowledge of current medical
literature
Response
Year
Total
Preclinical Clinical
Not answered
Yes
No
Not sure
2.7%
70.5%
6.3%
20.5%
0.0%
73.5%
4.0%
22.5%
2.0%
71.4%
5.6%
21.0%
Total 100% 100% 100%
4. Ranganath et al
Res Dev Med Educ, 2021, 10, 5
4
performance in research paper presentations (science
communication), particularly in lower-achieving students.
4
Majority of our students agreed with the fact that the
journal club helps improve medical knowledge, clinical
skills, and update knowledge of current medical literature.
Similar results were seen in a study conducted for nursing
students where most (75%) of the students reported that
their competency to search, evaluate and report scientific
knowledge had improved. 7
Reading the primary literature is the best way, apart from
doing research, to learn how research is performed and
presented. 9
Undergraduate students require confidence
in their capacity to read such specialized writing so that
they can effectively contribute to journal club. Some of the
students (26.2%) in our study felt that although journal
club would help update their knowledge, it will be more
helpful only at later date and not at the present time.
About half of the students (49%) agreed that journal
clubs would motivate them to undertake research. Since
many of the students did not know what journal clubs
were, they either had a neutral opinion or they disagreed.
An intervention study conducted by Sandeufer with
university students found that all the students who
participated in the study were so motivated that they were
interested in research-based graduation studies in the
future. 10
Journal clubs as evidence-based teaching have many
advantages. They help in a deeper understanding of
the subject, give the opportunity to learn biostatics and
create awareness about current research updates. A 2001
systematic review found that journal clubs can improve
reading practices, knowledge of clinical epidemiology and
biostatistics, and the use of medical literature for residents
and registrars. 11
Mark et al introduced several ten-step guidelines
in their journal club program for medical residents at
the New York University School of Medicine to help
presenters increase efficiency in assessing a study’s validity
and results. As a result, residents improved both their
presentation and critical appraisal skills, which in turn
helps them in patient case presentations in clinics and
exams. 12
Most of our students wanted journal clubs in
their curriculum for the same reason.
Adult Learning Theory is intended to promote students
towards self-directed learning. Several kinds of literature
have come up with studies that focus on teaching self-
directed learning (Green & Ellis 1997; Hartzell 2007).
13,14
Self-learning gives residents personal responsibility
for their education. More importantly, it teaches a set of
skills that they will be able to use throughout their career
after residency which will give them confidence and
independence in their future practice. Identifying specific
models to practice these skills is essential if programs
expect graduating residents to be confident and successful
in using these after their training is completed. Zoshua
et al. reported that a journal club model developed for
residents helped them use the skills learned in journal club
for their patient care. It also increased their confidence
level in evaluating medical literature and contributed to an
improved sense of independence as a physician. 15
Around
18.6% of our students in our survey felt that journal clubs
would motivate self directed learning.
Journal clubs are not an integral part of the
undergraduate curriculum; hence, it becomes critical
to select the most crucial articles for presentation for
successful journal clubs. The topics selected from the
curriculum should be beneficial and interesting to the
students. Supportive mentorship and guidance from a
Figure 1. Reasons for including journal clubs in undergraduate curriculum
Figure 1. Reasons for including journal clubs in undergraduate curriculum
Figure 2. Reasons for not including journal clubs in the curriculum
92
14 12
25
10
0
10
20
30
40
50
60
70
80
90
100
Requires lot of
time to prepare
I have a stage
fear
Difficult to
understand
statistics
Not enough
resource
Does not help
much
No
of
Students
Reasons
Reasons for not incorporating Journal clubs in Curriculum
Figure 2. Reasons for not including journal clubs in the curriculum
Figure 1. Reasons for including journal clubs in undergraduate curriculum
Figure 2. Reasons for not including journal clubs in the curriculum
92
14 12
25
10
0
10
20
30
40
50
60
70
80
90
100
Requires lot of
time to prepare
I have a stage
fear
Difficult to
understand
statistics
Not enough
resource
Does not help
much
No
of
Students
Reasons
Reasons for not incorporating Journal clubs in Curriculum
5. Implementing journal club in undergraduate medical curriculum
Res Dev Med Educ, 2021, 10, 5 5
devoted faculty member also ensures the maintenance of
the structure and systematic presentation, which will help
residents be creative and innovative in their presentations.
16
One of the limitations for implementing journal clubs is
participation from the students. Majority of our students
(64.3%) did not want journal clubs to be incorporated into
their curriculum since they require a great deal of time
to prepare. Some students say they have stage fright, and
some do not feel they understand the statistics sufficiently
to be able to present a paper.
Many residents felt that presenting journal club would
be an intimidating process for several reasons, including
the fact that they are already burdened with many subject
lectures, assessments, and assignments. Inadequate
infrastructure, faculty, high-speed internet, etc., may
also be factors weighing against inculcating journal club
into the curriculum. 17
Around 17.5% of our students did
not want journal club because they felt there were not
sufficient resources to support it.
To summarize, some students in our study were aware
of journal club through friends, the internet, and the
literature. Majority of the students would like to have
journal clubs as they think it would give them confidence
in presenting cases, especially during their OSCE
exams. Journal clubs are time-consuming and hence
some students may not like to have journal clubs to be
implemented in the curriculum. However, efforts could
be made to see that journal clubs do not affect regular
curricular activities and that the topics selected would be
from the curriculum so that students would not have the
burden of spending time on unrelated topics. Journal clubs
should not be a “fall-flat” session but a lively discussion
that not only brings research into practice but also gives
undergraduates lifelong learning skills that will continue
to be useful throughout their career.
Conclusion
Incorporating a journal club in an undergraduate
curriculum will help students gain a deeper understanding
of the subject, help them to analyze, familiarize them
with biostatics, and inspire them to conduct research in
the future. Majority of our students showed a willingness
towards the implementation of journal clubs. Hence
it is necessary to motivate and help them realize that
journal club is a teaching-learning methodology which
can immensely improve their presentation skills which
are analogous to their case presentations in clinics or
exams. Journal clubs, when initiated at the undergraduate
level, can help students develop into a great researcher,
presenter, and investigator.
The most common concern for the implementation of
journal clubs is the time factor. Students think it requires a
lot of time which may hinder their performance in major
subjects. Therefore, journal clubs for students should be
scheduled in such a way that it should not affect their
regular academic commitments and should be tightly
entwined with the curriculum to provide greater depth
and learning.
Ethical approval
Reviewed and approved by Research and Ethics committee of
College of Medicine and Health Sciences, National University of
Science and Technology, Oman. Reg.no -CMHS/REC/016/18/C.
Competing interests
None.
Authors’ contributions
Conceptualization: RR, SM, Data curation: RR, SM, Formal
analysis: RR, DM. Methodology: RR, SM, DM. Visualization:
RR, SM. Writing–original draft: RR. Writing review & editing:
RR, SM, DM
Acknowledgments
We sincerely appreciate Dr. Chitra Rajalakshmi and other
preclinical faculty for their support in conducting this study.
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