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152 results for “medical education”
Educational Efficacy of VR vs. Simulator in Emergency Medical Training
ClinicalTrials.gov study NCT06295887. IPD Sharing: Not stated. Countries: 0. Publications: 0.
Educational-Medical-Behavioral Treatment of Fecal Incontinence
ClinicalTrials.gov study NCT01717456. IPD Sharing: NO. Countries: 1. Publications: 0.
Evaluating TESLA-G, a Gamified, Telegram-delivered, Quizzing Platform for Surgical Education in Medical Students
ClinicalTrials.gov study NCT05520671. IPD Sharing: NO. Countries: 0. Publications: 30.
Health Education in Improving the Understanding of Medical Information
ClinicalTrials.gov study NCT00387998. IPD Sharing: Not stated. Countries: 0. Publications: 1.
ReSET Aim 1b: Restarting Safe Education and Testing for Children With Medical Complexity - COVID-19 Testing in School With Children and Staff
ClinicalTrials.gov study NCT04899245. IPD Sharing: NO. Countries: 1. Publications: 0.
Data from: Relationship among medical student resilience, educational environment and quality of life
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From practice to lecture hall: Optimizing communication courses in medical education
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Data from: Handover training for medical students – a controlled educational trial of a pilot curriculum
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Data from: The future of practical skills in undergraduate medical education – an explorative Delphi-Study
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Implementation of disaster medicine education in German medical schools - a nationwide survey
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Data from: The active participation of German-speaking countries in conferences of the Association for Medical Education in Europe (AMEE) between 2005 and 2013: a reflection of the development of medical education research?
Objectives: Medical education is gaining in significance internationally. A growing interest in the field has been observed in German-speaking countries (Austria, Germany, Switzerland) since the early 2000s. This interest is not, however, reflected in an increase in the number of publications on medical education of German-speaking authors in international professional journals. The following investigation examines the potential use of active participant numbers of German-speaking researchers at AMEE conferences as a means of measuring said development. Methods: The AMEE conference proceedings from the categories poster presentations, short communications, research papers and plenary presentations from the years 2005-2013 were examined for evidence of Austrian, German and Swiss participation. The abstracts were subsequently analysed in terms of content and categorised according to study design, methodology, object of study, and research topic. Results: Of the 9,446 analysed abstracts, 549 contributions show at least one first, last or co-author from Austria, Germany or Switzerland. The absolute number of contributions per conference varied between 44 in 2010 and 77 in 2013. The percentage fluctuated between 10% in 2005 and 4.1% in 2010. From the year 2010 onwards, however, participation increased continually. The research was predominantly descriptive (62.7%). Studies on fundamental questions of teaching and learning (clarification studies) were less frequent (4.0%). For the most part, quantitative methods (51.9%) were implemented in addressing subjects such as learning and teaching methods (33%), evaluation and assessment (22.4%) or curriculum development (14.4%). The study population was usually comprised of students (52.5%). Conclusions: The number of contributions from Austria, Germany and Switzerland peak at the beginning and at the end of the evaluated period of time. A continual increase in active participation since 2005 was not observed. These observations do not reflect the actual increase of interest in medical education research in German-speaking countries.
Qualification and teaching of peer-student tutors in undergraduate medical education: Does it affect the understanding and acquiring of CanMEDS competencies?
<p><strong><span>Objective: </span></strong><span><span>The Canadian Medical Education Directives for Specialists (CanMEDS), described by scientists of the Royal College of Physicians and Surgeons of Canada, specify the competencies that medical students should acquire during their studies of human medicine. These include the skills of Medical Expert, Communicator, Collaborator, Manager, Professional, Health Advocate and Scholar. We investigated the opinion of former student tutors that are currently active as clinical residents to understand whether they acquired and applied the CanMEDS competencies more during their student tutoring activities or during their undergraduate medical training. </span></span></p> <p><b><span>Methods:</span></b><span> An online questionnaire with closed and open questions were distributed to residents with work experience as student tutors. A Likert scale was used to assess the relevance of each CanMEDS competency to their current employment and to evaluate the acquisition and application of each CanMEDS competency during undergraduate medical </span><span>training in comparison to their peer-student tutor employment. We used the sign test for identify </span><span>significant differences in the acquisition and application of CanMEDS competencies. </span></p> <p><b><span>Results</span></b><i><span>:<b> </b></span></i><span>Of one hundred and twenty-three tutors, twenty-four met the inclusion criteria and fourteen questionnaires were returned. Concerning acquiring the CanMEDS roles Collaborator, Communicator, Professional and Manager there was a significant difference in favour of peer-student tutor employment. Nearly all participants indicated that they noticed a general benefit </span><span>from having worked </span><span>as peer-student tutors.</span></p> <p><b>Conclusion:<i> </i></b>We found that employment as a peer-student tutor is beneficial for the respondents in general and for the acquisition and application of several CanMEDS roles in particular.</p>
Patient Education With or Without Physical Training or Mindfulness and Medical Yoga in Established Spinal Osteoporosis
ClinicalTrials.gov study NCT05227976. IPD Sharing: NO. Countries: 1. Publications: 0.
Impact of Medical Education of Physician Action 2
ClinicalTrials.gov study NCT02696551. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Education of Medical Staff to Post Acute Covid susTained sYmptoms
ClinicalTrials.gov study NCT06082258. IPD Sharing: YES. Countries: 1. Publications: 0.
Seizure Rescue Medication: Caregiver Education in a Simulation Setting
ClinicalTrials.gov study NCT03562351. IPD Sharing: NO. Countries: 1. Publications: 0.
Effects of Podcast Education on Medication Perception, Stigma Level, and Epilepsy Self-management in Epilepsy Patients
ClinicalTrials.gov study NCT07090980. IPD Sharing: NO. Countries: 1. Publications: 0.
3D Modalities for Medical Student Education of Congenital Heart Disease
ClinicalTrials.gov study NCT07295730. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Development and Validation of a Self-administered QUestionnaire to Identify Levers of Adhesion Behavior to Patient's Medication in Order to Adapt the Educational Monitoring.
ClinicalTrials.gov study NCT02865525. IPD Sharing: NO. Countries: 1. Publications: 0.
Patient Education and Use of Post Operative Pain Medication in Ambulatory Hand Surgery: a Randomized Controlled Trial
ClinicalTrials.gov study NCT03219177. IPD Sharing: Not stated. Countries: 1. Publications: 0.
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
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DANDI Archive for NWB datasets
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International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.