Gotowe bibliografie tematyczne / Clinical learning

Gotowa bibliografia na temat „Clinical learning”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Clinical learning"

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Jones-Schenk, Jan. "Redesigning Clinical Learning". Journal of Continuing Education in Nursing 52, nr 9 (wrzesień 2021): 402–3. http://dx.doi.org/10.3928/00220124-20210804-03.

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Dovedi, Vishaal Kumar, i Anita Iyer. "Learning clinical leadership". Clinical Teacher 16, nr 3 (11.02.2019): 290. http://dx.doi.org/10.1111/tct.13007.

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Carrion, C., P. Toran, A. Zamora, E. Balló, M. Quesada, A. Grau, A. Castro i in. "Learning Clinical Communication". Procedia - Social and Behavioral Sciences 141 (sierpień 2014): 85–89. http://dx.doi.org/10.1016/j.sbspro.2014.05.016.

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Ohno-Machado, Lucila. "Clinical machine learning". Journal of Biomedical Informatics 38, nr 5 (październik 2005): 345–46. http://dx.doi.org/10.1016/j.jbi.2005.05.009.

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Pinnock, Ralph, i Paul Welch. "Learning clinical reasoning". Journal of Paediatrics and Child Health 50, nr 4 (23.12.2013): 253–57. http://dx.doi.org/10.1111/jpc.12455.

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Rosen, Dennis. "Learning Clinical Reasoning". JAMA 303, nr 3 (20.01.2010): 277. http://dx.doi.org/10.1001/jama.2009.2030.

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Ganiats, Theodore G. "Learning Clinical Reasoning". JAMA: The Journal of the American Medical Association 266, nr 22 (11.12.1991): 3203. http://dx.doi.org/10.1001/jama.1991.03470220119044.

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Parsell, G., i J. Bligh. "Contract learning, clinical learning and clinicians." Postgraduate Medical Journal 72, nr 847 (1.05.1996): 284–89. http://dx.doi.org/10.1136/pgmj.72.847.284.

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Corriero, Nicola, Pierpaolo Di Bitonto, Teresa Roselli, Veronica Rossano i Enrica Pesare. "Simulations of Clinical Cases for Learning in e-Health". International Journal of Information and Education Technology 4, nr 4 (2014): 378–82. http://dx.doi.org/10.7763/ijiet.2014.v4.434.

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Lee, Cecilia S., i Aaron Y. Lee. "Clinical applications of continual learning machine learning". Lancet Digital Health 2, nr 6 (czerwiec 2020): e279-e281. http://dx.doi.org/10.1016/s2589-7500(20)30102-3.

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Rozprawy doktorskie na temat "Clinical learning"

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Whiting, Michael Francis. "Learning in clinical contexts : clinical education in podiatry". Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262305.

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Locascio, Nicholas (Nicholas J. ). "Deep learning for clinical mammography screening". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113130.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
"June 2017." Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 37).
Breast cancer is the most common cancer among women worldwide. Today, the vast majority of breast cancers are diagnosed from screening mammography. Multiple randomized clinical studies have demonstrated that screening mammography can help reduce the number of deaths from breast cancer among women ages 40 to 74, especially for those over age 50 [4], and can provide women diagnosed with breast cancer more options for less aggressive treatment [7]. Screening mammography is the first entry into the funnel of clinical mammography. A screening mammogram can result in a suspicious finding, leading the patient to receive additional imaging, and even surgical biopsy if the additional imaging. Screening mammography, as the first part of this funnel, is a place for machine learning to have impact on the largest amount of patients. In this work, we apply machine learning models to tasks in clinical mammography such as density estimation, and Bi-Rads prediction.
by Nicholas Locascio.
M. Eng.
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Walker, Rachel M. "Leading for Effective Clinical Education". Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367404.

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Supportive clinical learning environments are dependent on effective interactions between staff and students (Henderson, Creedy, Boorman, Cooke & Walker., 2010a). Implicit in this description is the role of effective leaders who role-model change and promote positive work cultures. International reviews and research examining contemporary and historical influences on the nursing profession acknowledge the underdevelopment of leadership infrastructure within clinical learning settings. There are increasing calls for an agenda of change within the profession, yet little practical advice about ‘how’ to do this (Cummings et al., 2010; Davidson, Elliott & Daly, 2006; Heath, 2002; Senate Community Affairs Committee, 2002). The purpose of this study was to develop, apply and evaluate a leadership capacity building intervention on the clinical culture. This program of research commenced with a review of the literature via narrative synthesis around nursing and leadership, clinical learning and learning culture, and identified two broad themes: influence of leadership on organisational learning and development and; influence of leadership in undergraduate clinical education. Within these themes emerged factors/elements integral to effective leadership in contemporary clinical contexts including transformational principals, the role of the nurse unit/ward manager, collaboration and relationship building and role-modelling.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing and Midwifery
Griffith Health
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Zhao, Yufan Kosorok Michael R. "Reinforcement learning design for cancer clinical trials". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2857.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 4, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Biostatistics, School of Public Health." Discipline: Biostatistics; Department/School: Public Health.
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Marrow, Carol Elizabeth. "Professional learning through clinical supervision in nursing". Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396514.

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Bray, Farahnaz. "Student views on early clinical learning experiences". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86497.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Aim - The aim of this study was to explore second year medical students’ perceptions of their early clinical experiences with a view to improving curriculum development so as to enhance early clinical training programmes at Stellenbosch University (SU). Methodology - A qualitative, interpretive study, based on semi-structured focus group discussions with second year medical students was conducted in order to capture the relevant data that would provide information about their attitudes, feelings, beliefs and views on their early clinical learning experiences during their first year of studying medicine at SU. Thirty seven students participated in four focus group discussions after a process of selection of candidates using purposive sampling methods and stratification criteria to obtain the research sample. The interviews were moderated by an external facilitator, and were audiotaped and transcribed verbatim. The data transcripts were analysed and manually coded, and four broad categories with subthemes which illustrated the findings of the study, were identified and decided upon by the researcher and verified by the supervisor. Results - Early clinical exposure was generally positively perceived by students. It fostered a sense of vocation and feeling like real doctors, leaving students motivated and enhancing their learning interest. Early clinical skills training led to students’ professional development, acquiring the technical skills of a doctor, familiarisation with basic clinical terminology, and normal clinical findings which prepared them for later clinical studies. The new setting of practical learning in a simulated environment required students to adapt to small group learning and student clinical demonstrations which developed new learning styles and study skills. Some of the challenges that students encountered in the transition to clinical learning were, understanding the new subject of clinical medicine, having limited background knowledge to acquire basic clinical skills, and student clinical demonstrations. Although the strategy of peer physical examination was perceived to be effective, some ethical dilemmas emerged for students in terms of autonomy, and no opportunities available to practice on female models. Acting as a simulated patient proved to have both positive and negative outcomes on students’ skills acquisition. Factors that had a negative outcome on clinical skills learning were limited practice opportunities due to high student to teacher ratios per clinical session, and the variability of teaching content and practical techniques taught by various clinical tutors with different teaching strategies. The most stressful experience for students was the OSCE since it was a new method of assessment. Stress was attributed to uncertainty about the correct clinical content and techniques resulting from the teaching variability, while performance anxiety during the exam was related to inappropriate examiner behaviour. The OSCE was a positive learning experience because its format simulated the hospital setting which fostered students’ critical thinking abilities and time management. Conclusion - Early clinical exposure and practice have a great impact on junior medical students’ academic growth, and have positive learning outcomes. However, further development by the faculty in the areas of didactic skills, addressing the ethical issues related to student clinical demonstrations, and supporting students to enable a smooth transition to clinical learning will enhance and optimise their early clinical training.
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Needham, Judith. "Best Practice in Clinical Facilitation of Undergraduate Nursing Students: The Perspectives of Clinical Facilitators". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365929.

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This study sought to investigate what constituted best practice in clinical facilitation of undergraduate nursing students from the perspectives of those who undertake this role in health care agencies. Understanding clinical facilitation is important for maintaining quality of care, staff and student retention with an emphasis on employment and educational practices. The clinical facilitators reflected on their role highlighting aspects of the role and influences that either help or hinder them in achieving best practice. The study is important and unique educationally because what constitutes best practice in clinical facilitation can potentially inform both educational and management strategies for clinical facilitation. Importantly, this knowledge could strengthen opportunities for recruitment and retention of these members of the nursing workforce. A case study using an interpretive, naturalistic approach was conducted to identify best practice in clinical facilitation of undergraduate nursing students from the clinical facilitators’ perspective. Data included focus group discussions, individual interviews and concept maps produced by focus group participants. Participants were recruited from the Griffith University School of Nursing and Midwifery Clinical Facilitator Database with data collected at a time and place of mutual convenience. Thematic analysis, with constant comparison of focus group discussions, interview data and concept maps was used to identify three common themes and ten subthemes.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Cefo, Linda M. Dr. "Qualitative Study Exploring the Development of Clinical Reasoning in Nursing's Clinical Education Settings". Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556456523899578.

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Msiska, Gladys. "Exploring the clinical learning experience : voices of Malawian undergraduate student nurses". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7772.

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Very little has been done to define the process of clinical learning in Malawi and yet anecdotal observations reveal that it is more challenging than classroom teaching and learning. This set the impetus for this hermeneutic phenomenological study, the aim being to gain an understanding of the nature of the clinical learning experience for undergraduate students in Malawi and to examine their clinical experiences against some experiential learning models (Kolb 1984; Jarvis et al 1998). The study setting was Kamuzu College of Nursing (KCN) and the sample was selected purposively and consisted of 30 undergraduate students who were recruited through volunteering. Conversational interviews were conducted to obtain students’ accounts of their clinical learning experience and an eclectic framework guided the phenomenological analysis. The study raises issues which relate to nursing education and nursing practice in Malawi. From an experiential learning perspective, the study reveals that clinical learning for KCN students is largely non-reflective. The study primarily reveals that the clinical learning experience is enormously challenging and stressful due to structural problems prevalent in the clinical learning environment (CLE). In some clinical settings the CLE appears hostile and oppressive due to negative attitudes which some of the clinical staff display towards KCN students. Consequently, students’ accounts depict emotionally charged situations which confront them and this illustrates that clinical learning for KCN students is an experience suffused with emotions. In literature issues on emotions are commonly discussed under emotional labour (Hochschild 1983) and I used the concept as a basis for my pre-understandings and interpreted the students’ accounts of their clinical learning experience against such a conceptual framework. What resonated from their narratives was the depth of the emotion work they engage in. This enabled me to arrive at a new and unique conceptualisation of clinical learning redefined in terms of emotional labour within the perspective of nurse learning in Africa. The findings are a unique contribution to the literature on emotions and provide essential feedback which forms the basis for improving clinical learning in Malawi.
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Nori, Nozomi. "Machine Learning Approaches for Personalized Clinical Risk Modeling". 京都大学 (Kyoto University), 2017. http://hdl.handle.net/2433/225729.

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Książki na temat "Clinical learning"

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B, Wong John, i Kopelman Richard I, red. Learning clinical reasoning. Wyd. 2. Philadelphia: Wolters Kluwer Lippincott Williams & Wilkins Health, 2010.

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I, Kopelman Richard, red. Learning clinical reasoning. Baltimore: Williams & Wilkins, 1991.

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Clinical applications of learning theory. Hove: Psychology Press, 2011.

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Abdulkadir, Ahmed, Seyed Mostafa Kia, Mohamad Habes, Vinod Kumar, Jane Maryam Rondina, Chantal Tax i Thomas Wolfers, red. Machine Learning in Clinical Neuroimaging. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87586-2.

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Staartjes, Victor E., Luca Regli i Carlo Serra, red. Machine Learning in Clinical Neuroscience. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85292-4.

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Abdulkadir, Ahmed, Deepti R. Bathula, Nicha C. Dvornek, Mohamad Habes, Seyed Mostafa Kia, Vinod Kumar i Thomas Wolfers, red. Machine Learning in Clinical Neuroimaging. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-17899-3.

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Lindy, McAllister, red. Facilitating learning in clinical settings. Cheltenham: S. Thornes, 1997.

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Ogier, Margaret E. Working and learning: The learning environment in clinical nursing. London: Scutari, 1989.

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Kassam, Tamiza A. Collective learning within nursing clinical groups. St. Catharines, Ont: Brock University, Faculty of Education, 2002.

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Scotland, Clinical Standards Board for. Learning disabilities: Clinical standards - February 2004. Edinburgh: Clinical Standards Board for Scotland, 2004.

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Części książek na temat "Clinical learning"

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Cunningham, Sheila. "Clinical Learning Environments". W Dimensions on Nursing Teaching and Learning, 33–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39767-8_3.

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Parente, Rick. "Learning". W Encyclopedia of Clinical Neuropsychology, 1440–45. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1132.

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Parente, Rick, Grace-Anna Chaney i Maria St. Pierre. "Learning". W Encyclopedia of Clinical Neuropsychology, 1–6. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1132-2.

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Parente, Rick, Grace-Anna Chaney i Maria St. Pierre. "Learning". W Encyclopedia of Clinical Neuropsychology, 1971–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1132.

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Singh, Nirbhay N., i Ivan L. Beale. "Learning Disabilities". W Applied Clinical Psychology, 525–53. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-0983-3_21.

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Hooper, Stephen R., i W. Grant Willis. "Clinical-Inferential Classification Models". W Learning Disability Subtyping, 41–61. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8810-4_3.

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Cook, Lori G., i Sandra Bond Chapman. "Strategic Learning". W Encyclopedia of Clinical Neuropsychology, 3303–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_9012.

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Cobia, Derin. "Machine Learning". W Encyclopedia of Clinical Neuropsychology, 2058–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_9058.

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Parente, Rick. "Concept Learning". W Encyclopedia of Clinical Neuropsychology, 664. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1088.

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Warshowsky, Adam B. "Errorless Learning". W Encyclopedia of Clinical Neuropsychology, 972–73. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1090.

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Streszczenia konferencji na temat "Clinical learning"

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Mozumder, Meghdoot, Andreas Hauptmann, Simon R. Arridge i Tanja Tarvainen. "Diffuse optical tomography utilizing model-based learning". W Clinical and Translational Biophotonics. Washington, D.C.: Optica Publishing Group, 2022. http://dx.doi.org/10.1364/translational.2022.jtu3a.10.

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Alsulmi, Mohammad R., i Benjamin A. Carterette. "Learning to Rate Clinical Concepts Using Simulated Clinician Feedback". W IUI'17: 22nd International Conference on Intelligent User Interfaces. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3025171.3025232.

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Schwartz, Jessica, i Kenrick Cato. "Machine Learning Based Clinical Decision Support and Clinician Trust". W 2020 IEEE International Conference on Healthcare Informatics (ICHI). IEEE, 2020. http://dx.doi.org/10.1109/ichi48887.2020.9374365.

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Nemani, Arun, Suvranu De i Xavier Intes. "Functional Brain Connectivity Distinguishes Surgical Skill Learning with Surgical Simulators". W Clinical and Translational Biophotonics. Washington, D.C.: OSA, 2018. http://dx.doi.org/10.1364/translational.2018.jth3a.53.

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Afara, Isaac O., Jaakko K. Sarin, Simo Ojanen, Mikko Finnilä, Walter Herzog, Simo Saarakkala, Rami Korhonen i Juha Töyräs. "Deep Learning Classification of Cartilage Integrity Using Near Infrared Spectroscopy". W Clinical and Translational Biophotonics. Washington, D.C.: OSA, 2018. http://dx.doi.org/10.1364/translational.2018.jtu3a.27.

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Rajendran, Praveenbalaji, i Manojit Pramanik. "High frame rate multi-transducer photoacoustic tomography with deep learning". W Clinical and Translational Biophotonics. Washington, D.C.: Optica Publishing Group, 2022. http://dx.doi.org/10.1364/translational.2022.jtu3a.11.

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Pitkäaho, Tomi, Aki Manninen i Thomas J. Naughton. "Temporal Deep Learning Classification of Digital Hologram Reconstructions of Multicellular Samples". W Clinical and Translational Biophotonics. Washington, D.C.: OSA, 2018. http://dx.doi.org/10.1364/translational.2018.jw3a.14.

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Krzyston, Jakob, Seung Yup Lee, Erin Buckley i Eva Dyer. "Learning Biomarkers of Disease from Non-Invasive Measurements of Blood Flow". W Clinical and Translational Biophotonics. Washington, D.C.: OSA, 2018. http://dx.doi.org/10.1364/translational.2018.jw3a.48.

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Li, Guo, Zhaoqiang Wang, Hao Zhang, Lanxin Zhu i Peng Fei. "Deep-learning light-field microscopy with improved resolution and reconstruction speed". W Clinical and Translational Biophotonics. Washington, D.C.: OSA, 2020. http://dx.doi.org/10.1364/translational.2020.jw5a.1.

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Costa, Paloma Casteleiro, Nischita Kaza i Francisco E. Robles. "Deep Learning Enabled Single-Capture Epi-illumination Tomographic Quantitative Phase Imaging". W Clinical and Translational Biophotonics. Washington, D.C.: Optica Publishing Group, 2022. http://dx.doi.org/10.1364/translational.2022.jm3a.19.

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Raporty organizacyjne na temat "Clinical learning"

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Clement, Timothy, i Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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McDonald, Claudia L. Pulse!! The Virtual Clinical Learning Lab and Center of Excellence. Fort Belvoir, VA: Defense Technical Information Center, sierpień 2011. http://dx.doi.org/10.21236/ada549718.

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Artino, Jr, Cleary Anthony R., Dong Timothy J., Hemmer Ting, Durning Paul A. i Steven J. Exploring Clinical Reasoning in Novices: A Self-Regulated Learning Microanalytic Approach. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2013. http://dx.doi.org/10.21236/ada587612.

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Weiss, Kevin, Morgan Passiment, Laura Riordan i Robin Wagner. Achieving the Optimal Interprofessional Clinical Learning Environment: Proceedings From an NCICLE Symposium. National Collaborative for Improving the Clincial Learning Environment, styczeń 2019. http://dx.doi.org/10.33385/ncicle.0002.

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Fatima, Sahar, Mohamad Nabil Mohd Noor, Vinod Pallath, Foong Chanchoong i Hong Wei-Han. Evaluating the effectiveness of instructional strategies in promoting self-regulated learning during clinical clerkship years. A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, styczeń 2023. http://dx.doi.org/10.37766/inplasy2023.1.0065.

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Review question / Objective: Considering the evidence-based beneficial effects of self-regulated learning in medical education, the aim of this systematic review is to determine the instructional strategies used to promote self-regulated learning in medical students during clinical clerkship years. We used the "PICO" framework to formulate the research questions: P - Undergraduate or graduate entry medical students in clinical clerkship years and/or medical teachers in clinical clerkship years. I - Instructional strategy. C - Traditional didactic instructional strategies (where applicable). O- Self-regulated learning or any of its components. To this end, the proposed systematic review will address the following questions: i. What instructional strategies have been used to influence self-regulated learning in medical students during clinical clerkship? ii. What influence did the instructional strategies exert on medical students’ self-regulated learning approaches during clinical clerkship?
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Koh, NJ, R. Wagner, R. Newton, KW Hirsch, CM Kuhn, KB Weiss i on behalf of the CLER Evaluation Committee and the CLER Program. CLER National Report of Findings 2022: The COVID-19 Pandemic and Its Impact on the Clinical Learning Environment. ACGME, grudzień 2022. http://dx.doi.org/10.35425/acgme/0009.

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Wan Brown, Jackie, Katherine Rogers i Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, czerwiec 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.

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Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?
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Wang, Yingxuan, Cheng Yan i Liqin Zhao. The value of radiomics-based machine learning for hepatocellular carcinoma after TACE: a systematic evaluation and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, czerwiec 2022. http://dx.doi.org/10.37766/inplasy2022.6.0100.

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Review question / Objective: Meta-analysis was performed to predict the efficacy and survival status of patients with hepatocellular carcinoma after the application of TACE, applying clinical models, radiomic models and combined models for non-invasive assessment.We performed a Meta-analysis on the prediction of efficacy and survival status after TACE for hepatocellular carcinoma. Condition being studied: Patients were scanned using CT or MR machines, and some patients had multiple follow-up records, and imaging feature extraction software was applied to extract regions of interest and build multiple prediction models.Literature screening was conducted by two reviewers independently, who had more than 3 years’ experience in imaging diagnosis and was cross-checked. Disagreements were settled by a third reviewer.
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Zachry, Anne, J. Flick i S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Millington, Kerry. COVID-19 Health Evidence Summary No.117. Institute of Development Studies, marzec 2021. http://dx.doi.org/10.19088/k4d.2021.041.

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This weekly COVID-19 health evidence summary (HES) is based on 3.5 hours of desk-based research. The summary is not intended to be a comprehensive summary of available evidence on COVID-19 but aims to make original documents easily accessible to decision-makers which, if relevant to them, they should go to before making decisions. This summary covers publications on Clinical characteristics and management; Epidemiology and modeling; Testing; Therapeutics; Vaccines; Dashboards & Trackers; C19 Resource Hubs and Online learning & events.
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