Most participants reported that, internet is used specifically to learn neurology at either at an average frequency of once weekly or more than once a week Figure 1A. Students frequently commented that the training in clinical reasoning had modified their practice of medicine, specifically their approach to patients, in both history and examination. Clin Ther ; We would seek to evaluate the impact of such intervention through quantitative and qualitative feedback questionnaires and interview and focus group evaluation. The Macarthur initiative on depression and primary care at Darmouth and Duke:
Reports were provided to physicians every 4 weeks. Evaluation of the first year indicates teaching is relevant to local practice and of high quality. Contact information for both the prescribing physician and study research assistant was viewable under contacts. All authors meet the ICMJE criteria for authorship and contributed to the design of the study, the analysis, the drafting of the article and gave approval of the version to be published. However, the challenge comes in nurturing these teaching partnerships so that they are sustainable and ultimately self-reinforcing.
Usability of the MedLink app was described using event frequencies. Similar topics of scientific paper in Educational sciencesauthor of scholarly article — R. Our experience has shown that web-based distance-learning has the potential to be used to overcome the geopolitical barriers to medical education in the occupied Palestinian territories.
While, there is a broad range of potential solutions on the Internet, the main resources remain free written materials including peer reviewed e. This is an open-access article distributed under the terms of the Creative Commons Attribution Licensewhich permits use, distribution medlik reproduction in other forums, provided the original authors and source are credited and subject to any copyright notices concerning any third-party graphics etc.
Between March and April90 tutorials were delivered to 60 students. Finlayson and Imran Mahmud. Guidelines of professional societies are important learning materials, whereas pay sites have not gained significant importance in e-learning among junior neurologists. These were presented to researchh group of physicians in the second focus group meeting, who rsearch preferred one report format and their suggested minor modifications were incorporated.
There was no consensus on how this information could be supplied reliably to the physician, in a manner that jedlink into their workflow. All statistical analyses were performed using SAS, version 9.
Int J Med Inform reseadch The aim of these was to 1 gauge initial interest in the project from both tutors in Oxford and students in the West Bank, 2 gain familiarity with the technical aspects of the online interface and ensure sufficient bandwidth for running of the programme and 3 refine practicalities, such as length of tutorials and days and times of the week which would be most convenient for both tutors and students.
We would seek to evaluate the impact oaper such intervention through quantitative and qualitative feedback questionnaires and interview and focus group evaluation. Tutors delivered, in total, hours of student contact time in bedside clinical teaching within government hospitals, observed by OxPal’s evaluation team to ascertain the students’ areas of relative strength and weakness and to record feedback. Without these follow-up visits to promote communication, patient and physician issues that contribute to poor treatment outcome are exacerbated.
Frontiers | E-learning preferences of European junior neurologists—an EAYNT survey | Neurology
Information on guideline congruent treatment was softened to recommendations. Physician encounters The EMR revealed a range of 0—5 for all follow-up encounters per participant with 10 having at least one encounter.
Participants were also sent the WisePill device via express shipping.
Practice guideline for the treatment of patients with major depressive disorder. In the absence of a detectable medication adherence event within 10 minutes of their dose time, patients receive medication prompts i. Evaluation and feedback questionnaires The OxPal records were reviewed in April for number of students and tutors, number of tutorials delivered and number of cases uploaded within the first year of medlonk teaching programme. D Assessment of credibility of papr sources. J Telemed Telecare ; 3 4: All participants received an extensive walkthrough of the MedLink app and WisePill device and expectations of use were outlined.
One possible paoer is to use multiple communication methods, such as transmitting the information via Bluetooth to the phone when the two devices are in range, thereby increasing the likelihood that the reesearch detects pill bottle openings and decreasing the likelihood of unnecessary reminders. Conclusion Our experience has shown that web-based distance-learning has the potential to be used to overcome the geopolitical barriers to medical education in the occupied Palestinian territories.
Physicians were given questionnaires at the conclusion of the study asking about the usefulness of the MedLink reports.
Benefits to faculty, trainees, and institutions. The majority of students stated that the teaching was relevant fesearch their training and clinical practice in the context of Palestinian healthcare Figure 2.
Suggest a Research Topic. Those who met all entry criteria were enrolled in the study. The Wisepill device was selected because it can transmit pill bottle openings researcj MedLink to prevent the launch of reminders when a dose was taken, thereby minimizing notification fatigue on the part of the patient.
Consistent with our findings from initial focus groups, physicians involved in the trial did not identify any reliable method of receiving this information within the EMR Epic used in this practice. Individual side effects were rated only if the participant indicated problems in that domain area.