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Intracurricular Factors Influencing Medical Students' Specialty Choice: A Systematic Review.
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-23 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S491008
Birte Schoon, Thomas Kötter

Background: Medical school graduates are faced with the difficult decision of choosing a specialty training program. Understanding the decision criteria as well as the intracurricular factors-which have been studied less frequently and thus lack clarity-may help to prevent an impending shortage of certain specialists and to ensure the recruitment of young doctors into supposedly less popular specialties. Evidence-based changes to the medical curriculum are needed to support the balanced development of health care systems with demand-driven staffing of all specialties, especially in the outpatient sector and in rural areas. The aim of this systematic review was to identify the intracurricular factors that influence medical students' choice of specialty that have been described in the international literature.

Methods: A systematic review was conducted by searching Medline. After applying the inclusion and exclusion criteria to the 2537 primary results and 19 hits from an additional manual search, data were extracted from 334 studies. In addition, a quality assessment of all included studies was performed.

Results: A total of 14 influencing factors were identified from the reviewed literature, of which "clinical-practical experience", "clinical role models", and "voluntary offerings" were mentioned most frequently. We sorted the factors into four main categories: "Teaching"; "Teaching environment, influence and interaction"; "Curriculum"; and "Voluntary work". The studies were highly heterogeneous regarding research methods and the quality of reporting.

Conclusion: Involving students in the planning and structuring of clinical phases, active feedback, voluntary offerings, seminars/simulations, and involvement in the clinical team can increase a specialty preference. Conversely, discrimination, prejudice and poor quality of teaching and clinical exposure may act as a deterrent. It is necessary to sensitize medical staff regarding their role and influence in the decision-making process. Further prospective and qualitative research is needed to address this issue adequately.

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引用次数: 0
Twelve Tips for Facilitating Visual Thinking Strategies with Medical Learners.
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-23 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S468077
Joyce Ker, Philip Yenawine, Margaret S Chisolm

As awareness increases of the fundamental role of the arts and humanities in medical education, teachers must expand their skills to include arts-based pedagogical methods. With strong evidence to support its use with medical learners, Visual Thinking Strategies (VTS) is an arts-based method increasingly being adopted in medical education. VTS provides a structured way of leading interpretative discussions prompted by works of art. However, the simplicity of its structure can be deceiving. As with other teaching skills, faculty development is needed to train educators in VTS facilitation. This is essential not only to optimize VTS' benefits to participants, but - when VTS is implemented in research studies - to prevent doubts being cast on its impact on medical learners. Educators can apply the twelve tips on facilitating VTS described in this article to guide fruitful facilitation of VTS among medical learners, as well as to enhance discussion-based teaching in general.

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引用次数: 0
The Use of Peer Teaching in the Online Clinical PBL: The Medical Students' Perspectives. 在线临床 PBL 中同伴教学的使用:医学生的观点。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-23 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S466697
Gustavo Salata Romão, Sheyla Ribeiro Rocha, Milton Faria Junior, Marina de Toledo Durand, Reinaldo Bulgarelli Bestetti

Purpose: To evaluate medical students' perceptions about using peer teaching (PT) in the online Clinical PBL (C-PBL).

Materials and methods: The C-PBL used in the Primary care Unit (PCU) of the medical course of the Ribeirao Preto University was adapted to the virtual environment. A PT session was included to enhance students' intrinsic motivation. This cross-sectional study applied a 14-item survey to evaluate the perceptions of 378 medical students from the first to the seventh semester about the use of PT in this context.

Results: According to participants' perceptions, the use of PT in the online C-PBL allowed the interactive participation of students and produced satisfactory knowledge acquisition. Preparing and presenting a slideshow and being taught by peers contributed significantly to their learning. The survey used to collect information presented a high internal consistency measured by Cronbach's alpha.

Conclusion: From the students' perspectives, the use of PT in the online C-PBL was satisfactory and improved learning for peer teachers and learners. This study contributes additional evidence suggesting that PT is an effective teaching strategy in online learning and can be associated with PBL. This finding has implications for curriculum development and the health system.

目的:评估医学生对在在线临床PBL(C-PBL)中使用同伴教学(PT)的看法:里贝拉普雷图大学(Ribeirao Preto University)医学课程初级护理单元(PCU)中使用的 C-PBL 被调整到虚拟环境中。为了提高学生的内在积极性,还加入了PT环节。这项横向研究采用了 14 个调查项目,评估了第一至第七学期的 378 名医科学生对在虚拟环境中使用 PT 的看法:根据参与者的看法,在在线 C-PBL 中使用 PT 可以让学生互动参与,并获得令人满意的知识。准备和展示幻灯片以及接受同伴的指导对他们的学习有很大帮助。通过 Cronbach's alpha 测量,用于收集信息的调查具有较高的内部一致性:从学生的角度来看,在在线 C-PBL 中使用教学法的效果令人满意,并改善了同伴教师和学习者的学习。这项研究提供了更多的证据,表明在在线学习中,PT 是一种有效的教学策略,可以与 PBL 相结合。这一发现对课程开发和卫生系统具有重要意义。
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引用次数: 0
Enhancing Clinical Reasoning Education: Implementing Case Conferences with Semantic Qualifiers and the Dual-Process Theory.
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-23 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S486420
Yoshinori Tokushima, Risa Hirata, Shun Yamashita, Kiyoshi Shikino, Taro Shimizu, Masaki Tago

Clinical reasoning skills are crucial for physicians. In clinical reasoning conferences using real cases, medical students, residents, and senior residents can follow experts' clinical reasoning processes. However, supervisors may struggle to clearly articulate their clinical reasoning process. It is necessary to demonstrate this process concretely and systematically for educational purposes. This study introduces the method of clinical reasoning case conferences using semantic qualifiers and the dual-process theory designed for outpatient cases to improve clinical reasoning education methods for beginners. In these conferences, participants assume the roles of a moderator, learner, presenter, and commentator. The presenter sets the first semantic qualifier from the chief complaint and pre-examination information, presents the present illness history, and then sets the second semantic qualifier. After the learners propose a snap diagnosis, the presenter provides additional information, and the learners develop a comprehensive differential diagnosis. Finally, the presenter shares the examination results, and the group discusses the results, determines the final diagnosis, and decides the future diagnostic strategy. This method helps expert physicians articulate their clinical reasoning process, aiding in the education of learners at all levels and enhancing supervisors' metacognition of their medical practice.

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引用次数: 0
Defining and Characterizing the Nursing Student-Faculty Relationship in Clinical Practice: A Concept Analysis. 定义和描述临床实践中的护理师生关系:概念分析。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-22 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S494380
Mep Coretta Chipeta, Hei-Fen Hwang

Purpose: This paper aimed to define and characterize the nursing student-faculty (NS-F) relationship in clinical practice.

Methods: An integrated literature review was conducted in PubMed, Scopus, and CINAHL from December 6th to 25th, 2023. The final review included 15 articles. The analysis employed the concept analysis method by Walker and Avant to identify antecedents, attributes, and outcomes of the NS-F relationship.

Results: The common attributes were caring, interpersonal connectedness, motivation, and constructive communication. A clinical learning environment and contact between nursing students and faculty are the antecedents whilst positive consequences are but not limited to a positive learning environment, motivation, well-being, and empowerment.

Conclusion: The findings from this analysis can be applied in practice to improve clinical education by guiding nurse faculty and students to implement effective interactions that promote the professional and academic development of nursing students. The findings offer practical implications for enhancing student-faculty relationships, leading to better learning outcomes in clinical settings.

目的:本文旨在定义和描述临床实践中的护理师生(NS-F)关系:从 2023 年 12 月 6 日至 25 日,在 PubMed、Scopus 和 CINAHL 上进行了综合文献综述。最终的综述包括 15 篇文章。分析采用了 Walker 和 Avant 的概念分析方法,以确定 NS-F 关系的前因、属性和结果:结果:NS-F 关系的共同属性是关怀、人际联系、激励和建设性沟通。临床学习环境和护理学生与教师之间的接触是前因,而积极的结果则包括但不限于积极的学习环境、动力、幸福感和授权:本分析的结果可应用于实践,通过指导护师和学生实施有效的互动,促进护生的专业和学术发展,从而改善临床教育。研究结果对加强师生关系,从而在临床环境中取得更好的学习效果具有实际意义。
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引用次数: 0
Evaluating the Transformative Impact of Online Education on Medical Student Learning Outcomes. 评估在线教育对医学生学习成果的变革性影响。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-20 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S444830
Hessah Alshammari, Sameerah Shaheen, Shimaa Mahmoud, Amal Al-Rabiah, Khaleel Alyahya

Introduction: The COVID-19 pandemic forced educational institutions worldwide to shift to online learning as a means to continue education during lockdowns and social distancing measures. This study investigates the effectiveness of online learning in comparison to traditional on-campus learning, specifically within the context of medical education.

Methods: Two hundred and three first- and second-year medical students at King Saud University participated in this randomized experimental study. The research employed written exams to evaluate learning outcomes, with a focus on the understanding of lecture content. Data analysis was performed using the Statistical Package for Social Studies (SPSS 22).

Results: The findings reveal that while online learning attained similar learning outcomes to on-campus learning for content related to the early parts of the lecture, significantly lower outcomes were achieved by the online learners as the lecture progressed. Moreover, a smaller percentage of online students demonstrated a full understanding of the lecture material compared to on-campus students.

Conclusion: This study emphasizes the importance of assessing the effectiveness of online learning methods, particularly in medical education, to address students' needs better and improve the quality of online learning systems.

导言:COVID-19 大流行迫使世界各地的教育机构转向在线学习,作为在封锁和社会隔离措施期间继续教育的一种手段。本研究调查了在线学习与传统校内学习相比的有效性,特别是在医学教育方面:方法:沙特国王大学二年级和一年级的 23 名医学生参加了这项随机实验研究。研究采用笔试来评估学习成果,重点是对授课内容的理解。数据分析使用社会研究统计软件包(SPSS 22)进行:研究结果表明,虽然在线学习与校内学习在授课初期的相关内容上取得了相似的学习效果,但随着授课的深入,在线学习者取得的学习效果明显较低。此外,与校内学生相比,在线学生充分理解讲座材料的比例较低:本研究强调了评估在线学习方法有效性的重要性,尤其是在医学教育中,以便更好地满足学生的需求,提高在线学习系统的质量。
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引用次数: 0
Nursing Students' Satisfaction and Self-Confidence with Simulation-Based Learning and Its Associations with Simulation Design Characteristics and Educational Practices. 护理专业学生对模拟学习的满意度和自信心及其与模拟设计特点和教育实践的关系。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-13 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S477309
Saoussen Bdiri Gabbouj, Chekib Zedini, Walid Naija

Purpose: Clinical simulation is a recent and now most used educational approach in health training programs. Its use for educational purposes in nursing education has gradually become widespread throughout the world. The aim of this study was to assess students' satisfaction and self-confidence with simulation-based learning and to identify the association of simulation design characteristics and educational practices with those outcomes.

Subjects and methods: This study utilized a correlational cross-sectional research design. Using a convenience sample, 110 nursing students were selected. Data were collected based on a questionnaire involving three instruments: the Simulation Design Scale, Educational Practices in Simulation Scale, and Student Satisfaction and Self-Confidence in Learning Scale. Data were analysed using SPSS software, version 26.0. Pearson's correlation coefficients was determined to describe and test the relationships between the different variables.

Results: Nursing students were mostly satisfied with their simulation-based learning activity and felt self-confident: M=21/25 and M=33.8/40, respectively. For simulation design characteristics, only "Support"was correlated with student satisfaction (r = 0.468, p = 0.000) and it was the factor most correlated with students' self-confidence levels (r = 0.477, p = 0.000). Furthermore, there were significant correlations between all educational practices and student satisfaction/self-confidence in learning, at a level of p < 0.01. "Diverse ways of learning" was the factor most correlated with student satisfaction (r = 0.858, p = 0.000) and student self-confidence levels (r = 0.738, p = 0.000).

Conclusion: The current study's findings show that consideration of simulation design elements and the features of all educational practices is necessary for the development of a successful simulation experience and the improvement of student satisfaction and self-confidence.

目的:临床模拟是近年来卫生培训项目中最常用的一种教育方法。其在护理教育中的应用已逐渐在全世界普及。本研究旨在评估学生对模拟学习的满意度和自信心,并确定模拟设计特点和教育实践与这些结果的关联:本研究采用相关横断面研究设计。本研究采用了相关横断面研究设计,通过方便抽样的方式选取了 110 名护理专业学生。数据收集基于一份问卷,其中包括三个工具:模拟设计量表、模拟教育实践量表以及学生满意度和学习自信心量表。数据使用 26.0 版 SPSS 软件进行分析。采用皮尔逊相关系数来描述和检验不同变量之间的关系:结果:护理专业学生对模拟学习活动大多表示满意,并感到自信:M=21/25和M=33.8/40。就模拟设计特征而言,只有 "支持 "与学生满意度相关(r = 0.468,p = 0.000),并且是与学生自信心水平最相关的因素(r = 0.477,p = 0.000)。此外,所有教育实践与学生对学习的满意度/自信心之间都有明显的相关性,相关水平为 p < 0.01。"多元化学习方式 "是与学生满意度(r = 0.858,p = 0.000)和学生自信心水平(r = 0.738,p = 0.000)最相关的因素:目前的研究结果表明,要开发成功的模拟体验,提高学生的满意度和自信心,就必须考虑模拟设计要素和所有教育实践的特点。
{"title":"Nursing Students' Satisfaction and Self-Confidence with Simulation-Based Learning and Its Associations with Simulation Design Characteristics and Educational Practices.","authors":"Saoussen Bdiri Gabbouj, Chekib Zedini, Walid Naija","doi":"10.2147/AMEP.S477309","DOIUrl":"10.2147/AMEP.S477309","url":null,"abstract":"<p><strong>Purpose: </strong>Clinical simulation is a recent and now most used educational approach in health training programs. Its use for educational purposes in nursing education has gradually become widespread throughout the world. The aim of this study was to assess students' satisfaction and self-confidence with simulation-based learning and to identify the association of simulation design characteristics and educational practices with those outcomes.</p><p><strong>Subjects and methods: </strong>This study utilized a correlational cross-sectional research design. Using a convenience sample, 110 nursing students were selected. Data were collected based on a questionnaire involving three instruments: the Simulation Design Scale, Educational Practices in Simulation Scale, and Student Satisfaction and Self-Confidence in Learning Scale. Data were analysed using SPSS software, version 26.0. Pearson's correlation coefficients was determined to describe and test the relationships between the different variables.</p><p><strong>Results: </strong>Nursing students were mostly satisfied with their simulation-based learning activity and felt self-confident: M=21/25 and M=33.8/40, respectively. For simulation design characteristics, only \"Support\"was correlated with student satisfaction (<i>r</i> = 0.468, <i>p</i> = 0.000) and it was the factor most correlated with students' self-confidence levels (<i>r</i> = 0.477, <i>p</i> = 0.000). Furthermore, there were significant correlations between all educational practices and student satisfaction/self-confidence in learning, at a level of p < 0.01. \"Diverse ways of learning\" was the factor most correlated with student satisfaction (<i>r</i> = 0.858, <i>p</i> = 0.000) and student self-confidence levels (<i>r</i> = 0.738, <i>p</i> = 0.000).</p><p><strong>Conclusion: </strong>The current study's findings show that consideration of simulation design elements and the features of all educational practices is necessary for the development of a successful simulation experience and the improvement of student satisfaction and self-confidence.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"1093-1102"},"PeriodicalIF":1.8,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11572435/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142669252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Towards Safer Spaces: An Empirical Investigation of Trainee Psychological Safety Within Academic Medical Centers. 迈向更安全的空间:学术医学中心受训人员心理安全实证调查》。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-08 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S477654
Laurence M Boitet, Katherine A Meese, Katherine L Sweeney, Norman R Estes, Megan M Hays, Christine Loyd, David A Rogers

Purpose: Psychological safety is critical for fostering well-being. Integral to the mission of academic institutions, trainees are among the most vulnerable to negative workplace experiences, calling for a need to understand factors that contribute to psychological safety in this population. Our objective is to empirically explore trainee psychological safety to inform best practices for training environments.

Design: A survey was used to capture organizational, interpersonal, and individual factors, as well as demographic information in graduate, postdoctoral, medical, resident, and fellow trainees. Descriptive statistics, multivariate ordinal logistic regression, and dominance analyses were used to understand psychological safety and the predictors that explained the majority of the variance in its statistical model.

Findings: Gender minorities and those who suppressed their race information were less likely to feel psychologically safe. Psychological safety was predominately explained by senses of belonging, recognition, and respect. Notably, trust and confidence in supervisor emerged as a pivotal factor influencing belonging and respect, whereas organizational support played a crucial role in fostering recognition and belonging. Intriguingly, clarity in role expectations and autonomy were positively correlated with recognition.

Originality: Our findings highlight the interplay between organizational, interpersonal, and individual dynamics shaping psychological safety. Importantly, those who suppress their race as well as female or gender minorities are disproportionally prone to feeling unsafe. We further elucidate role clarity and autonomy as important factors in achieving a sense of recognition. We suggest programs prioritize development beyond technical competencies, recognizing trainees as key stakeholders in the cultivation of positive culture within academic environments.

目的:心理安全对于促进身心健康至关重要。作为学术机构的重要使命,受训人员是最容易受到负面工作场所经历影响的群体之一,因此有必要了解影响受训人员心理安全的因素。我们的目标是通过实证研究探讨受训人员的心理安全问题,为培训环境的最佳实践提供参考:设计:我们采用了一项调查来获取组织、人际和个人因素,以及研究生、博士后、医学、住院医师和研究员学员的人口统计学信息。通过描述性统计、多变量序数逻辑回归和优势分析来了解心理安全及其统计模型中能解释大部分方差的预测因素:性别少数群体和压抑自己种族信息的人较少有心理安全感。心理安全感主要由归属感、认可感和尊重感来解释。值得注意的是,对上司的信任和信心是影响归属感和尊重感的关键因素,而组织支持在促进认可感和归属感方面起着至关重要的作用。耐人寻味的是,角色期望的明确性和自主性与认可度呈正相关:我们的研究结果凸显了组织、人际和个人动力之间的相互作用对心理安全的影响。重要的是,那些压抑自己种族的人以及女性或性别少数群体更容易感到不安全。我们进一步阐明了角色明确性和自主性是获得认同感的重要因素。我们建议项目优先发展技术能力以外的能力,承认受训者是在学术环境中培养积极文化的关键利益相关者。
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引用次数: 0
Sustained Impact of an Emotional Intelligence and Resilience Curriculum for Medical Students. 医学生情商与抗压能力课程的持续影响。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-07 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S488410
Lauren N Jennings, Marina Feffer, Ramzan Shahid

Purpose: The purpose of this study was to assess the effectiveness of an educational curriculum focused on Emotional Intelligence (EI) and Resilience among second-year medical students, with emphasis on evaluating the retention of EI skills one year following the curricular intervention.

Methods: Second-year medical students voluntarily participated in an EI-Resilience elective with a curriculum consisting of six sessions aimed at teaching EI and resilience skills. Participants underwent assessment before, immediately after, and one year following the intervention, utilizing the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Survey responses were averaged and compared between varying time points.

Results: Thirty students completed the EQ-i 2.0 assessments at three time points: prior to, immediately after, and one-year following the educational intervention. A comparison of mean EI scores pre- and immediate post-intervention showed a significant increase in most components of EI. No significant changes were detected between the immediate post-test and 1-year post-test on any EI components, except for a noteworthy increase in the mean Interpersonal Relationship score. Students demonstrated an average increase in their Interpersonal Relationship skills of 5.7 points (95% CI: 3.0, 8.4, p <0.001) at the one-year post-test compared to the post-test immediately following the intervention. Students reported continued satisfaction and usefulness one-year post-intervention as demonstrated by an internally developed survey. In the one-year post-intervention survey, most students used what they had learned in the elective during their third year (91%, 32/35) and all students found the elective to be applicable during their third year. In free-text responses, students reported improved coping and reflection skills in the third year of medical school following the intervention.

Conclusion: An EI-Resilience curriculum offered as an elective to second-year students continued to be well-received one year following the educational intervention. Data suggests that enhanced EI and resilience skills were sustained over a one-year period following the educational intervention.

目的:本研究旨在评估以情商(EI)和抗挫力为重点的教育课程在二年级医学生中的效果,重点是评估课程干预一年后情商技能的保持情况:方法:二年级医学生自愿参加 EI-抗逆力选修课,课程包括六节课,旨在教授 EI 和抗逆力技能。参加者在干预前、干预后和干预一年后分别接受了巴恩情商量表 2.0(EQ-i 2.0)的评估。调查结果:30 名学生完成了 EQ-i 2.0 测评:30 名学生在三个时间点完成了 EQ-i 2.0 评估:教育干预前、教育干预后和教育干预后一年。干预前和干预后的平均情商指数得分比较显示,大部分情商指数都有显著提高。除了人际关系的平均分有明显提高外,在干预后立即进行的测试和干预后一年进行的测试之间,没有发现任何 EI 要素有明显变化。学生们的人际关系技能平均提高了 5.7 分(95% CI:3.0,8.4,p):作为选修课提供给二年级学生的情商-应变能力课程在教育干预一年后继续受到欢迎。数据表明,在教育干预一年后,学生的情商和应变能力得到了持续增强。
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引用次数: 0
Evaluating Interprofessional Education Readiness and Perceptions Among Health Professions Students [Letter]. 评估跨专业教育的准备情况和卫生专业学生的看法[信函]。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-11-02 eCollection Date: 2024-01-01 DOI: 10.2147/AMEP.S500309
Aniqa Keya Begum, Shajada Ahmed
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引用次数: 0
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Advances in Medical Education and Practice
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