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Going virtual for research training during the COVID-19 pandemic and beyond: e-SORT IT.

Journal of infection in developing countries

Davtyan H, Davtyan K, Harries AD, Reid A, Aslanyan G, Khogali M, Zachariah R.
PMID: 34609954
J Infect Dev Ctries. 2021 Sep 29;15(9):3S-6S. doi: 10.3855/jidc.15057.

The Structured Operational Research and Training Initiative (SORT IT) model has contributed to building research capacity and has produced evidence for improving public health program performance in countries with limited research capacity. The model involves hands-on mentorship and consists...

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Davtyan H, Davtyan K, Harries AD, et al. Going virtual for research training during the COVID-19 pandemic and beyond: e-SORT IT. J Infect Dev Ctries. 2021;15(9):3S-6Sdoi: 10.3855/jidc.15057.
Davtyan, H., Davtyan, K., Harries, A. D., Reid, A., Aslanyan, G., Khogali, M., & Zachariah, R. (2021). Going virtual for research training during the COVID-19 pandemic and beyond: e-SORT IT. Journal of infection in developing countries, 15(9), 3S-6S. https://doi.org/10.3855/jidc.15057
Davtyan, Hayk, et al. "Going virtual for research training during the COVID-19 pandemic and beyond: e-SORT IT." Journal of infection in developing countries vol. 15,9 (2021): 3S-6S. doi: https://doi.org/10.3855/jidc.15057
Davtyan H, Davtyan K, Harries AD, Reid A, Aslanyan G, Khogali M, Zachariah R. Going virtual for research training during the COVID-19 pandemic and beyond: e-SORT IT. J Infect Dev Ctries. 2021 Sep 29;15(9):3S-6S. doi: 10.3855/jidc.15057. PMID: 34609954.
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Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors' perspectives.

Advances in health sciences education : theory and practice

Hallé MC, Bussières A, Asseraf-Pasin L, Storr C, Mak S, Root K, Thomas A.
PMID: 33895888
Adv Health Sci Educ Theory Pract. 2021 Oct;26(4):1311-1338. doi: 10.1007/s10459-021-10051-0. Epub 2021 Apr 25.

Medical education literature suggests clinically-integrated teaching may be the most effective approach to teach evidence-based practice (EBP). Before implementing this educational best practice in rehabilitation curricula, it is imperative to better understand the current context, barriers and facilitators to...

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Hallé MC, Bussières A, Asseraf-Pasin L, et al. Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors' perspectives. Adv Health Sci Educ Theory Pract. 2021;26(4):1311-1338doi: 10.1007/s10459-021-10051-0.
Hallé, M. C., Bussières, A., Asseraf-Pasin, L., Storr, C., Mak, S., Root, K., & Thomas, A. (2021). Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors' perspectives. Advances in health sciences education : theory and practice, 26(4), 1311-1338. https://doi.org/10.1007/s10459-021-10051-0
Hallé, Marie-Christine, et al. "Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors' perspectives." Advances in health sciences education : theory and practice vol. 26,4 (2021): 1311-1338. doi: https://doi.org/10.1007/s10459-021-10051-0
Hallé MC, Bussières A, Asseraf-Pasin L, Storr C, Mak S, Root K, Thomas A. Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors' perspectives. Adv Health Sci Educ Theory Pract. 2021 Oct;26(4):1311-1338. doi: 10.1007/s10459-021-10051-0. Epub 2021 Apr 25. PMID: 33895888.
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Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course.

CBE life sciences education

Aranda ML, Diaz M, Mena LG, Ortiz JI, Rivera-Nolan C, Sanchez DC, Sanchez MJ, Upchurch AM, Williams CS, Boorstin SN, Cardoso LM, Dominguez M, Elias S, Lopez EE, Ramirez RE, Romero PJ, Tigress FN, Wilson JA, Winstead R, Cantley JT, Chen JC, Fuse M, Goldman MA, Govindan B, Ingmire P, Knight JD, Pasion SG, Pennings PS, Sehgal RNM, de Vera PT, Kelley L, Schinske JN, Riggs B, Burrus LW, Tanner KD.
PMID: 34546103
CBE Life Sci Educ. 2021 Dec;20(4):ar55. doi: 10.1187/cbe.21-03-0060.

Scientist Spotlights-curricular materials that employ the personal and professional stories of scientists from diverse backgrounds-have previously been shown to positively influence undergraduate students' relatability to and perceptions of scientists. We hypothesized that engaging students in authoring Scientist Spotlights might...

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Aranda ML, Diaz M, Mena LG, et al. Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE Life Sci Educ. 2021;20(4):ar55doi: 10.1187/cbe.21-03-0060.
Aranda, M. L., Diaz, M., Mena, L. G., Ortiz, J. I., Rivera-Nolan, C., Sanchez, D. C., Sanchez, M. J., Upchurch, A. M., Williams, C. S., Boorstin, S. N., Cardoso, L. M., Dominguez, M., Elias, S., Lopez, E. E., Ramirez, R. E., Romero, P. J., Tigress, F. N., Wilson, J. A., Winstead, R., Cantley, J. T., Chen, J. C., Fuse, M., Goldman, M. A., Govindan, B., Ingmire, P., Knight, J. D., Pasion, S. G., Pennings, P. S., Sehgal, R. N. M., de Vera, P. T., Kelley, L., Schinske, J. N., Riggs, B., Burrus, L. W., & Tanner, K. D. (2021). Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE life sciences education, 20(4), ar55. https://doi.org/10.1187/cbe.21-03-0060
Aranda, Maurina L, et al. "Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course." CBE life sciences education vol. 20,4 (2021): ar55. doi: https://doi.org/10.1187/cbe.21-03-0060
Aranda ML, Diaz M, Mena LG, Ortiz JI, Rivera-Nolan C, Sanchez DC, Sanchez MJ, Upchurch AM, Williams CS, Boorstin SN, Cardoso LM, Dominguez M, Elias S, Lopez EE, Ramirez RE, Romero PJ, Tigress FN, Wilson JA, Winstead R, Cantley JT, Chen JC, Fuse M, Goldman MA, Govindan B, Ingmire P, Knight JD, Pasion SG, Pennings PS, Sehgal RNM, de Vera PT, Kelley L, Schinske JN, Riggs B, Burrus LW, Tanner KD. Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE Life Sci Educ. 2021 Dec;20(4):ar55. doi: 10.1187/cbe.21-03-0060. PMID: 34546103.
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Diversity Interventions in the Classroom: From Resistance to Action.

CBE life sciences education

Thoman DB, Yap MJ, Herrera FA, Smith JL.
PMID: 34546104
CBE Life Sci Educ. 2021 Dec;20(4):ar52. doi: 10.1187/cbe.20-07-0143.

What goes into faculty decisions to adopt a classroom intervention that closes achievement gaps? We present a theoretical model for understanding possible resistance to and support for implementing and sustaining a diversity-enhancing classroom intervention. We propose, examine, and refine...

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Thoman DB, Yap MJ, Herrera FA, et al. Diversity Interventions in the Classroom: From Resistance to Action. CBE Life Sci Educ. 2021;20(4):ar52doi: 10.1187/cbe.20-07-0143.
Thoman, D. B., Yap, M. J., Herrera, F. A., & Smith, J. L. (2021). Diversity Interventions in the Classroom: From Resistance to Action. CBE life sciences education, 20(4), ar52. https://doi.org/10.1187/cbe.20-07-0143
Thoman, Dustin B, et al. "Diversity Interventions in the Classroom: From Resistance to Action." CBE life sciences education vol. 20,4 (2021): ar52. doi: https://doi.org/10.1187/cbe.20-07-0143
Thoman DB, Yap MJ, Herrera FA, Smith JL. Diversity Interventions in the Classroom: From Resistance to Action. CBE Life Sci Educ. 2021 Dec;20(4):ar52. doi: 10.1187/cbe.20-07-0143. PMID: 34546104.
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[No title available]

Soins; la revue de reference infirmiere

Trophardy C.
PMID: 33357729
Soins. 2020 Nov;65(850):1. doi: 10.1016/S0038-0814(20)30253-X.

No abstract available.

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Trophardy C. Étudiants et formateurs mobilisés face à la Covid-19. . Soins. 2020;65(850):1doi: 10.1016/S0038-0814(20)30253-X.
Trophardy, C. (2020). Étudiants et formateurs mobilisés face à la Covid-19. . Soins; la revue de reference infirmiere, 65(850), 1. https://doi.org/10.1016/S0038-0814(20)30253-X
Trophardy, Céline. "Étudiants et formateurs mobilisés face à la Covid-19." . Soins; la revue de reference infirmiere vol. 65,850 (2020): 1. doi: https://doi.org/10.1016/S0038-0814(20)30253-X
Trophardy C. Étudiants et formateurs mobilisés face à la Covid-19. . Soins. 2020 Nov;65(850):1. doi: 10.1016/S0038-0814(20)30253-X. French. PMID: 33357729.
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Promoting Higher Quality Teacher-Child Relationships: The INSIGHTS Intervention in Rural Schools.

International journal of environmental research and public health

Rudasill KM, Reichenberg RE, Eum J, Barrett JS, Joo Y, Wilson E, Sealy M.
PMID: 33333734
Int J Environ Res Public Health. 2020 Dec 15;17(24). doi: 10.3390/ijerph17249371.

Children's relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher-child relationships are predicated, in part, on children's temperament. The "INSIGHTS into Children's Temperament" intervention was intended to improve children's and teachers' understanding...

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Rudasill KM, Reichenberg RE, Eum J, et al. Promoting Higher Quality Teacher-Child Relationships: The INSIGHTS Intervention in Rural Schools. Int J Environ Res Public Health. 2020;17(24)doi: 10.3390/ijerph17249371.
Rudasill, K. M., Reichenberg, R. E., Eum, J., Barrett, J. S., Joo, Y., Wilson, E., & Sealy, M. (2020). Promoting Higher Quality Teacher-Child Relationships: The INSIGHTS Intervention in Rural Schools. International journal of environmental research and public health, 17(24), . https://doi.org/10.3390/ijerph17249371
Rudasill, Kathleen Moritz, et al. "Promoting Higher Quality Teacher-Child Relationships: The INSIGHTS Intervention in Rural Schools." International journal of environmental research and public health vol. 17,24 (2020). doi: https://doi.org/10.3390/ijerph17249371
Rudasill KM, Reichenberg RE, Eum J, Barrett JS, Joo Y, Wilson E, Sealy M. Promoting Higher Quality Teacher-Child Relationships: The INSIGHTS Intervention in Rural Schools. Int J Environ Res Public Health. 2020 Dec 15;17(24). doi: 10.3390/ijerph17249371. PMID: 33333734; PMCID: PMC7765229.
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Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses.

CBE life sciences education

Chen X, Redden JM, Bobrownicki A, Gill J, Graham MJ.
PMID: 33885327
CBE Life Sci Educ. 2021 Jun;20(2):es5. doi: 10.1187/cbe.19-07-0147.

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the...

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Chen X, Redden JM, Bobrownicki A, et al. Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. CBE Life Sci Educ. 2021;20(2):es5doi: 10.1187/cbe.19-07-0147.
Chen, X., Redden, J. M., Bobrownicki, A., Gill, J., & Graham, M. J. (2021). Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. CBE life sciences education, 20(2), es5. https://doi.org/10.1187/cbe.19-07-0147
Chen, Xinnian, et al. "Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses." CBE life sciences education vol. 20,2 (2021): es5. doi: https://doi.org/10.1187/cbe.19-07-0147
Chen X, Redden JM, Bobrownicki A, Gill J, Graham MJ. Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. CBE Life Sci Educ. 2021 Jun;20(2):es5. doi: 10.1187/cbe.19-07-0147. PMID: 33885327; PMCID: PMC8734389.
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A faculty and staff workshop on microaggression and implicit bias: Knowledge and awareness of student, faculty, and staff experiences.

Currents in pharmacy teaching & learning

Okorie-Awé C, Crawford SY, Sharp LK, Jaki BU, Kachlic MD.
PMID: 34330399
Curr Pharm Teach Learn. 2021 Sep;13(9):1200-1209. doi: 10.1016/j.cptl.2021.06.031. Epub 2021 Jun 16.

BACKGROUND AND PURPOSE: This paper describes the context and experiences of a workshop to raise knowledge and awareness of a college of pharmacy's faculty and staff about microaggressive behaviors and implicit biases. The workshop was intended to provide a...

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Okorie-Awé C, Crawford SY, Sharp LK, et al. A faculty and staff workshop on microaggression and implicit bias: Knowledge and awareness of student, faculty, and staff experiences. Curr Pharm Teach Learn. 2021;13(9):1200-1209doi: 10.1016/j.cptl.2021.06.031.
Okorie-Awé, C., Crawford, S. Y., Sharp, L. K., Jaki, B. U., & Kachlic, M. D. (2021). A faculty and staff workshop on microaggression and implicit bias: Knowledge and awareness of student, faculty, and staff experiences. Currents in pharmacy teaching & learning, 13(9), 1200-1209. https://doi.org/10.1016/j.cptl.2021.06.031
Okorie-Awé, Clara, et al. "A faculty and staff workshop on microaggression and implicit bias: Knowledge and awareness of student, faculty, and staff experiences." Currents in pharmacy teaching & learning vol. 13,9 (2021): 1200-1209. doi: https://doi.org/10.1016/j.cptl.2021.06.031
Okorie-Awé C, Crawford SY, Sharp LK, Jaki BU, Kachlic MD. A faculty and staff workshop on microaggression and implicit bias: Knowledge and awareness of student, faculty, and staff experiences. Curr Pharm Teach Learn. 2021 Sep;13(9):1200-1209. doi: 10.1016/j.cptl.2021.06.031. Epub 2021 Jun 16. PMID: 34330399.
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The Stress of the COVID-19 Pandemic: Beyond the Data.

Current neuropharmacology

Salim S.
PMID: 33719975
Curr Neuropharmacol. 2021;19(8):1161-1163. doi: 10.2174/1570159X19666210311103136.

BACKGROUND: The year 2020 will go down in modern history as the one ravaged by a pandemic, the one which humbled the entire world. From the richest and most advanced nations to the poorest and least developed ones, it...

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Salim S. The Stress of the COVID-19 Pandemic: Beyond the Data. Curr Neuropharmacol. 2021;19(8):1161-1163doi: 10.2174/1570159X19666210311103136.
Salim, S. (2021). The Stress of the COVID-19 Pandemic: Beyond the Data. Current neuropharmacology, 19(8), 1161-1163. https://doi.org/10.2174/1570159X19666210311103136
Salim, Samina. "The Stress of the COVID-19 Pandemic: Beyond the Data." Current neuropharmacology vol. 19,8 (2021): 1161-1163. doi: https://doi.org/10.2174/1570159X19666210311103136
Salim S. The Stress of the COVID-19 Pandemic: Beyond the Data. Curr Neuropharmacol. 2021;19(8):1161-1163. doi: 10.2174/1570159X19666210311103136. PMID: 33719975.
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Engineering Students as Co-creators in an Ethics of Technology Course.

Science and engineering ethics

Bombaerts G, Doulougeri K, Tsui S, Laes E, Spahn A, Martin DA.
PMID: 34297187
Sci Eng Ethics. 2021 Jul 23;27(4):48. doi: 10.1007/s11948-021-00326-5.

Research on the effectiveness of case studies in teaching engineering ethics in higher education is underdeveloped. To add to our knowledge, we have systematically compared the outcomes of two case approaches to an undergraduate course on the ethics of...

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Bombaerts G, Doulougeri K, Tsui S, et al. Engineering Students as Co-creators in an Ethics of Technology Course. Sci Eng Ethics. 2021;27(4):48doi: 10.1007/s11948-021-00326-5.
Bombaerts, G., Doulougeri, K., Tsui, S., Laes, E., Spahn, A., & Martin, D. A. (2021). Engineering Students as Co-creators in an Ethics of Technology Course. Science and engineering ethics, 27(4), 48. https://doi.org/10.1007/s11948-021-00326-5
Bombaerts, Gunter, et al. "Engineering Students as Co-creators in an Ethics of Technology Course." Science and engineering ethics vol. 27,4 (2021): 48. doi: https://doi.org/10.1007/s11948-021-00326-5
Bombaerts G, Doulougeri K, Tsui S, Laes E, Spahn A, Martin DA. Engineering Students as Co-creators in an Ethics of Technology Course. Sci Eng Ethics. 2021 Jul 23;27(4):48. doi: 10.1007/s11948-021-00326-5. PMID: 34297187; PMCID: PMC8302512.
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Educational intervention against biological racism.

The clinical teacher

Degife E, Ijeli C, Muhammad MI, Nobles A, Reisman A.
PMID: 34327852
Clin Teach. 2021 Oct;18(5):542-546. doi: 10.1111/tct.13403. Epub 2021 Jul 29.

INTRODUCTION: Biological race, the fallacy that racial health disparities reflect differences in human biology, exerts undue influence on medicine. Interventions that teach against this myth are largely absent from required medical curricula. Here, we describe and present student and...

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Degife E, Ijeli C, Muhammad MI, et al. Educational intervention against biological racism. Clin Teach. 2021;18(5):542-546doi: 10.1111/tct.13403.
Degife, E., Ijeli, C., Muhammad, M. I., Nobles, A., & Reisman, A. (2021). Educational intervention against biological racism. The clinical teacher, 18(5), 542-546. https://doi.org/10.1111/tct.13403
Degife, Ellelan, et al. "Educational intervention against biological racism." The clinical teacher vol. 18,5 (2021): 542-546. doi: https://doi.org/10.1111/tct.13403
Degife E, Ijeli C, Muhammad MI, Nobles A, Reisman A. Educational intervention against biological racism. Clin Teach. 2021 Oct;18(5):542-546. doi: 10.1111/tct.13403. Epub 2021 Jul 29. PMID: 34327852.
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Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System.

International journal of environmental research and public health

Ortan F, Simut C, Simut R.
PMID: 34886493
Int J Environ Res Public Health. 2021 Dec 03;18(23). doi: 10.3390/ijerph182312763.

Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four...

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Ortan F, Simut C, Simut R. Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System. Int J Environ Res Public Health. 2021;18(23)doi: 10.3390/ijerph182312763.
Ortan, F., Simut, C., & Simut, R. (2021). Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System. International journal of environmental research and public health, 18(23), . https://doi.org/10.3390/ijerph182312763
Ortan, Florica, et al. "Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System." International journal of environmental research and public health vol. 18,23 (2021). doi: https://doi.org/10.3390/ijerph182312763
Ortan F, Simut C, Simut R. Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System. Int J Environ Res Public Health. 2021 Dec 03;18(23). doi: 10.3390/ijerph182312763. PMID: 34886493; PMCID: PMC8656960.
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Showing 3637 to 3648 of 3649 entries