cord-011971-h78639ld	2020	title: Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors This paper offers expert guidelines for didactic instruction from members of the Council of Emergency Medicine Residency Directors Best Practices Subcommittee, based on best available evidence. Authors also recommend following the Model of Clinical Practice of Emergency Medicine when developing content, while incorporating sessions dedicated to morbidity and mortality, research methodology, journal article review, administration, wellness, and professionalism. 30, 31 To date, there are no objective data evaluating training level-specific didactics on learning outcomes; however, faculty and residents have been shown to view this targeted instruction positively. 66 This has been demonstrated to be an effective educational model that is positively viewed by trainees and can improve access and attendance at didactic offerings for both residents and faculty.
cord-013381-aagbb1ip	2020	Often, such systems need a mixture of hardware and software to acquire and apply knowledge in an "intelligent" way and have the capabilities of perception, reasoning, learning, and making inferences from existing information. Other traditional AI and machine learning algorithms have also been applied to various diagnosis areas including breast cancer, drug discovery, therapy selection, and stratified care delivery. Ubenwa, a mobile phone app is being developed and tested in Nigeria which provides a machine learning algorithm (support vector classifier) which classifies new-born cries to identify asphyxia, this diagnostic tool provides the diagnosis with 20 seconds and allows an earlier intervention with only the requirement of a mobile phone, a tool rapidly growing in circulation within low income countries [6] . In conclusion, there will be many AI solutions in health care currently under development or already in use elsewhere that can be applied to low-income countries.
cord-018038-gqdylj6n	2010	Civic development is essentially a social process of action learning, in which practitioners from diverse sectors, disciplines, and organisations work together to share ideas and best practices, create new approaches, and build new capabilities. Rather, sponsors and community leaders must be ready to engage in an evolutionary design process whereby the organisation fosters the development of communities among practitioners, creates structures that provide support and sponsorship for these communities, and finds ways to involve them in the conduct of the business. One way to assess the level of civic stewardship in any city or region is to map the prevalence, inclusiveness, and effectiveness of civic communities of practice (also known as coalitions, associations, partnerships, and alliances, among other terms) who take responsibility for clusters of issues related to particular civic domains, such as education, economic development, health, housing, public safety, infrastructure, culture, recreation, and the environment. A discipline that promotes the development of strategic social learning systems to steward civic practices at local, national, and global levels.
cord-020176-yc20rbml	2020	
cord-021087-n4epxwn9	2004	Conclusions: MRI is useful to identify tumor response to Imatinib Mesylate in advanced GIST as from the early months of therapy with the following indicators of treatment activity: A) Size of lesions; B) signal intensity; C) vascularization; D) amount of degenerative tissue or necrosis; E) presence of peritoneal fluid. Materials and Methods: 34 patients (13 female, 21 male) from two centres with proven myocardial infarction by ECG, clinical and echo criteria underwent stress/ rest Tc99 sestamibi Gated SPECT scanning with a dual headed gamma camera and late contract enhanced MRI on identical 1.5 Tesla scanners in each centre using a protocol which imaged 15 minutes after injection of 0.1 mmol/kg IV gadolinium. These preliminary results illustrate the ability of MRI to assess the integrity of the TFCC and suggests its use as the first imaging method following plain radiography in the evaluation of patients with chronic posttraumatic pain on the ulnar side of the wrist.
cord-021206-4zyqqgs0	2007	Purpose: To analyze the clinical and imaging fi ndings of BI-RADS category 3 breast lesions by mammographic and ultrasonographic (US) assessment ultimately diagnosed as malignancy in retrospect Methods and Materials: Of 3,207 cases of US-guided core needle biopsy for 4 years, category 3 was given after biopsy, based on mammographic and sonographic evaluation, in 1,099 lesions (41.7%) that were composed of 462 palpable and 637 nonpalpable lesions. Background: Regional kinesis alteration of IVS is associated with different cardiac conditions which may have both pathological and physiological meanings of which the most important are the following: a) left bundle branch block that may determine intra-left ventricular asynchrony and may represent an independent predictor of severe cardiac events in heart failure patients; b) pulmonary embolism that increase right ventricle pressure; c) constrictive pericarditis; d) restrictive cardiomyopathies; e) post-operative cardiac surgery.
cord-024503-f4ibgn9i	2020	
cord-026732-2t4pu36i	2020	This highlights the need for educators and researchers to examine practical and evidence-based models that support the development of online courses that foster self-regulated learning. This study is notable for its detailed examination of the lived experiences of online psychology students from varied backgrounds, which builds on previous research that has identified the importance of human factors when considering self-regulated learning in online platforms (Wong et al. For example, online educators can provide students with resources and activities that facilitate and help overcome barriers to behaviours associated with self-regulated learning (e.g. asking students to identify and reflect on their motivations for studying psychology). The present study successfully demonstrates the potential of COM-B model in guiding the development of strategies to facilitate mature psychology students in achieving or maintaining self-regulated online learner status.
cord-029031-jtdc9a7w	2020	In particular, a prototype tool is designed and developed in order to facilitate the evaluation of activities based on an active learning class. Two scenarios of active learning classrooms are created in order to evaluate the prototype tool. The researchers introduced engaging activities throughout traditional lectures as they stimulate learning and retention, improve students'' attitudes regarding education, and enhances academic achievement [1] [2] [3] [4] [5] . Therefore, in a time when individuals need to be critical thinkers and problem-solvers, Active Learning provides students with the necessary tools to develop those life skills that were not necessarily on the forefront with traditional education methods. The steps to execute the program are: i) provide photos capturing the activities in the classroom in the images folder. To work with the program, an instructor has to capture photos during activities of active learning in a classroom.
cord-030613-i4rdhipz	2020	With questions of the quality of the educational experience in view (Eaton 2020a) , the role of student learning outcomes assessment is more crucial than ever to counteract future concerns over transfer, quality of degree completion, and alignment with quality standards. What are the appropriate norms for assessment when remote instruction will be carried out into the fall or longer and while students, faculty, and staff live, learn, and work in a global pandemic? Best practices imply that courses have been intentionally designed with clear alignment between learning outcomes, content, assessments, and activities-all led by faculty members fluent in the online system and clear on their role as learning support. Faculty who taught courses that were intentionally designed from clear learning outcomes-with alignment between learning outcomes, assignments/assessments, and evaluative criteria-were in a better position to make the abrupt shift to remote instruction.
cord-032733-5v6kxgv4	2020	
cord-035388-n9hza6vm	2020	This creates a big barrier for developing effective analytical approaches that are generalizable, which need diverse, "big data." Federated learning, a mechanism of training a shared global model with a central server while keeping all the sensitive data in local institutions where the data belong, provides great promise to connect the fragmented healthcare data sources with privacy-preservation. For both provider (e.g., building a model for predicting the hospital readmission risk with patient Electronic Health Records (EHR) [71] ) and consumer (patient)-based applications (e.g., screening atrial fibrillation with electrocardiograms captured by smartwatch [79] ), the sensitive patient data can stay either in local institutions or with individual consumers without going out during the federated model learning process, which effectively protects the patient privacy. Federated learning is a problem of training a high-quality shared global model with a central server from decentralized data scattered among large number of different clients (Fig. 1) .
cord-143033-88o1bazi	2020	
cord-154587-qbmm5st9	2020	
cord-159103-dbgs2ado	2020	
cord-258269-ig8i9278	2020	Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments. For example, to mitigate VR sickness while students are interacting and manipulating 3D objects for designing a prototype or researching an object, a virtual locomotion technique [80] may be induced to offer natural, usable and efficient ways for multimodal driven activities to be navigated through and enacted in the VR environment.
cord-258996-e2xagi27	2020	By understanding the foundational concepts and applying these guidelines, the adoption of online learning in the medical school may supplement the traditional medical education or even provide additional benefits in the new normal after the COVID-19 pandemic. Therefore, the purpose of this review is to provide foundational concepts of online learning that can be historically traced back to distance education and discuss the practical guidelines for designing an effective online curriculum. There are three foundational concepts for effective distance education programs, which become the basis of instructional design of online learning and teaching practices: Transactional distance, Presence, and Independent learners. In this section, we will discuss the design of learning experiences by explaining five online pedagogical guidelines: design structure and flow to embrace experiential learning, accommodate both synchronous and asynchronous learning, design/ facilitate interactions, promote practice opportunities, and promote a learning community.
cord-260167-3kjjjbp0	2020	Such examples of this are AI-developed computed tomography and magnetic resonance image measurement of lumen diameter, recognition of coronary calcium score, recognition of obstructive coronary disease, automated acquisition, segmentation, and report generation [7] [8] [9] . This proposed approach could also be generalized to other images involving deep learning in the cardiovascular field, where there are frequent gaps in clinical labeling [16] . Recently, we reported on our newly developed view classification model, based on convolutional neural network using 17,000 images. Recently, our group developed an AI model for automated detection of RWMAs in myocardial infarction, using a deep learning algorithm including ResNet, DenseNet, Inception-ResNet, Inception, and Xception for a convolutional neural network [31] [32] [33] . A deep learning approach for assessment of regional wall motion abnormality from echocardiographic images Clinically feasible and accurate view classification of echocardiographic images using deep learning
cord-265665-411rtt89	2020	
cord-265850-v83dwt6k	2020	
cord-273005-kab6f157	2020	The seven questions that were selected focused around three themes: (1) location of university and size of anatomy team, (2) adaptations to teaching and resources used in lectures and practical sessions and (3) major challenges and opportunities (see Supporting Information 1). Universities identified other opportunities such as upskilling in new technologies (21%), incorporation of blended learning (14%), development of alternative examination methods (7%), and free access to online resources (7%) ( Table 4 ). One academic stated that that this was an "opportunity to improve staff awareness of online teaching methods and their confidence in using them." For anatomists, this is a unique opportunity to assess the educational benefits of this software, encouraged by free licenses offered by many companies during this time, such as "Visible Body" (Argosy Publishing, Inc., Newton, MA) and "Human Biodigital" (Biodigital Inc., Seoul, South Korea). She teaches anatomy to medical, dentistry and allied health students and her research interests include incorporation of technology in anatomical education.
cord-275622-v5o4uayk	2020	These directives to change what was hitherto entirely "normal" behaviour among human beings has caused "disjuncture" in people''s lives; namely, a disharmony between the world as we knew it and the state of the world during the current pandemic. Footnote 2 (continued) practice of social distancing to ongoing, long-term changes in society; and (3) highlight certain risks and possibilities which need to be addressed if our goal is to support people''s engagement in the kind of learning that is directed towards achieving a better post-pandemic life and a better post-pandemic society. In view of the fact that social distancing can have serious negative effects on people and society, the next section provides an analysis of the COVID-19 pandemic as disjuncture and what this entails in terms of learning. Returning to "non-reflective learning", it is interesting to note that the COVID-19 pandemic and the recommendations and directives that have been issued with respect to social distancing have already changed the way in which we behave.
cord-277650-llsgpyrm	2020	
cord-281745-jkscwdjh	2020	
cord-286531-3syf6upw	2020	This study surveyed 3275 Chinese parents'' beliefs and attitudes around young children''s online learning during the lockdown of the COVID-19 pandemic. To fill this research gap, this study endeavors to understand how Chinese parents perceive their young children''s online learning during the COVID-19 lockdown through a large-scale online survey. Thus, it is of great theoretical importance to understand Chinese parental beliefs and attitudes around young children''s online learning during the lockdown as a unique study in terms of time and place. As the first exploration of Chinese parents'' beliefs and attitudes around online learning during the COVID-19 pandemic, this study has found that many young children had online learning experiences that were delivered by their kindergarten teachers or online learning apps at no or low cost.
cord-290394-fc6xnbju	2020	The COVID-19 pandemic has forced school closures worldwide leading nearly 1.95 billion children being out-of-classrooms or away from school in almost 195 countries (Tandon 2020a; UNESCO, 2020) . While neuroplasticity offers opportunity to adapt the sudden change in the modality of classroom transaction from face-to-face interaction to the technology mediated learning, it may wreak havoc for the growing brain of children. Additionally, searching, locating, and reading online content reduces the functional connectivity of regions around temporal gyrus, responsible for long-term memory formation and retrieval of learned material (Liu et al., 2018) . (2019) has indicated how functional changes impair attentional capacities, memory processes, and social cognition abilities in individuals. Cognitive overload, as a product of multi-method based learning and divided attention, impacts the quality of comprehension, prioritization, and deep-level processing of incoming information, which in turn, critically determines consolidation of memory into long-term memory (Carr, 2010) . The "online brain": how the internet may be changing our cognition
cord-292123-ko1pnree	2020	eLearning and blended learning as teaching methodologies and practices have become ubiquitous in our higher education environment that nowadays it is almost impossible to imagine any educational process without the utilization of these modern trends [1] [2] [3] [4] [5] . The research has proved that the beneficial effects of the use of technology in the learning process are vast and the results of the students'' performance can be increased if used properly and adequately [18] [19] [20] [21] . Following the intention of a positive psychology perspective, the questionnaire focused on these items which were considered crucial to find out what the most important aspects of eLearning are for the users regarding their satisfaction with the course. The differences in the results clearly show that after the implementation of online learning into the course the individual satisfaction remained more or less the same, the difference is statistically negligible, however, positive feelings connected to the use of the course have dropped.
cord-301035-dz8642qx	2020	
cord-303137-g2pe3ad8	2020	The tech companies that are driving the technological response to the COVID-19 pandemic have arranged their business models and organizational practices around building products that distribute upsides and downsides according to socio-historical patterns, as interpreted by machines, yet lack the capacity to ''''understand just how pervasively. Given the profound threat of COVID-19, it is crucial to consider how the application of machine learning to the social challenges of a global pandemic can produce and distribute risk across society. 61 Over the past 2 years, we have been studying how those inside of Silicon Valley tech companies, which build the machine learning models that are most likely to directly affect people, go about understanding the impacts of machine learning and developing organizational practices to manage the effect they have on how risk is distributed across society.
cord-303385-2jjg8qw6	2020	This article draws on an analytical framework proposed by Dunlop and Radaelli, whereby they identified four learning modes that can emerge according to the specific characteristics of the policy process: epistemic learning, learning in the shadow of hierarchy, learning through bargaining and reflexive learning. Epistemic learning takes several configurations in our ''collective action for UHC'' in LMICs. Epistemic learning encompasses situations such as (1) reading a policy-brief or even a scientific article, particularly a systematic review or a metaanalysis; (2) attending national, regional or international meetings or training workshops; (3) the release of conceptual or analytical frameworks to better understand the concept of UHC or its linkages with health system pillarsexamples include the health financing functions [50, 51] or the ''UHC cube'' [1] ; or (4) specialist agencies or researchers sharing lessons learned in other countries [3, 52] or developing policy guidance notes on how to move quickly towards UHC [53] [54] [55] .
cord-305226-9iedjcr6	2020	
cord-309201-c1awh48y	2020	14 The present study described the procedures performed to facilitate the urgent transition to e-learning and online assessment during the COVID-19 pandemic and to highlight its expected benefits and impact on student and staff satisfaction and performance. It also aimed to compare the scores of male and female students during both face-to-face and online PBL sessions, and to explore the expected challenges of this experience to sustain its future implementation after the COVID-19 pandemic. Weekly reports though the official learning management systemdBlackboarddregarding the number, duration, and modality of different educational activities including the live streaming sessions and students'' attendance rate were collected from the course organisers in coordination with the e-learning unit, phase coordination, and e-assessment committees. The items covered in the students'' survey included the following: the success of elearning in compensating for the urgent suspension of faceto-face teaching during the COVID-19 pandemic, efficiency of instructions announced before the online teaching, staff''s resistance and experience in e-learning requirements, and effectiveness of online assessment in testing their knowledge and skills levels.
cord-310553-qsk42zf7	2020	The present descriptive cross-sectional study was conducted to reveal the different digital procedures implemented by the College of Medicine at Qassim University for better student performance and achievement. A committee was formed, which included faculty members of the College of Medicine and the task was given to digitalize the teaching activities through utilization of the available learning recourses required to provide effectual medical education. This successful application of distant learning and assessment motivated the College to construct efficient online procedures for other educational activities such as Team-Based Learning (TBL) and the digital learning tools facilitated the performance of the students and their peer sharing of knowledge. These could be overcome by developing and integrating informatics computer technologies in the field of medical education, collaboration with other universities having a good practice of distance-based teaching methods, and enhancement of digital literacy among students as well as faculty.
cord-329108-meqjy3p8	2020	
cord-338706-566e3o5j	2020	
cord-339440-qu913a8q	2020	• The invited session entitled "Emerging interactive systems for education", in the thematic area "Learning and This special issue focuses on how to improve universal access to educational data, with emphasis on (a) new technologies and associated data in educational contexts: artificial intelligence systems [70] , robotics [71] [72] [73] , augmented [74] [75] [76] and virtual reality (VR) [77] [78] [79] [80] [81] , and educational data integration and management [82] ; (b) the role of data in the digital transformation and future of higher education: Personal Learning Environments (PLE) [83, 84] , mobile PLE [85, 86] , stealth assessment [87] , technology-supported collaboration and teamwork in educational environments [88] , and student''s engagement and interactions [89, 90] ; (c) user and case studies on ICTs in education [91, 92] ; (d) educational data in serious games and gamification: gamification design [93] [94] [95] [96] , serious game mechanics for education [97, 98] , ubiquitous/pervasive gaming [99] , and game-based learning and teaching programming [100, 101] ; and (e) educational data visualization and data mining [102] : learning analytics [103] , knowledge discovery [104] , user experience [105, 106] , social impact [107] , good practices [108] , and accessibility [109, 110] .
cord-346843-z82ikuqc	2020	Based on our experiences of online teaching and learning in the field of veterinary parasitology, we have proposed a toolkit (Box 1) for parasitology educators; our teaching J o u r n a l P r e -p r o o f Journal Pre-proof module received appreciation from students (supplemental Table S1 ) and academic peers alike. Subsequently, we held weekly flipped classroom [9] sessions (i.e. live question and answer (Q&A)) via Zoom iii and used polls iv to provide opportunities for cognitive, social and teaching presence for the online learning experience of students, as per the learning theory of Community of Inquiry [2] . We developed the 3-hour face-to-face practical classes into online modules using various asynchronous and synchronous teaching approaches to encourage deep learning, while promoting student engagement, the interaction between students and teachers and meta-connective pedagogy [12] .
cord-350256-tpu2oidi	2020	The authors contextualize this concept with examples of how attention to the use of aesthetic and multimedia strategies in the classroom and in the online learning environment may foster openness and connection, encourage flexibility, humor, critical thinking, and animate and facilitate conversations about emergent and emotionally difficult themes while increasing accessibility for different kinds of learners. The authors spent a significant part of their article articulating their use of a range of synchronous and asynchronous tools for teaching, discussion, and assignments, which may be helpful for others interested in developing or improving online and hybrid learning options for CATs. Blanc''s (2018) phenomenological pilot study explored more deeply this concept of embodied presence for DMT hybrid students, finding importance in artsbased responses and layered engagement between movement, other arts responses, and cognitive learning.
cord-354763-odzrco6q	2006	We estimated that if societal learning had occurred at half the actual rate, the expected final size of the outbreak would have reached nearly 800 cases, more than three times the observed number of infections. We also retrospectively explore the effect of societal learning during the 2003 outbreak of SARS in Singapore, using weekly data on the time between onset of symptoms and removal of infectious individuals. Finally, we discuss societal and epidemiological factors that might affect societal learning, we observe that a difficult task during the early stages of an outbreak is to estimate the learning rate and suggest that the rate estimated here might be used as prior information in future outbreaks, and we conclude by recommending rapid investment in research at the time of initial detection when actions taken to reduce disease spread can be most efficient and cost effective.
cord-356353-e6jb0sex	2020	Both practices rely upon and reinforce a pervasive appetite for digital input or feedback that we characterize as "data hunger." They also share a propensity to assemble insight and make meaning accretively-a propensity that we denote here as "world or meaning accretion." Throughout this article, we probe the dynamic interaction of social and machine learning by drawing examples from one genre of online social contention and connection in which the pervasive influence of machine learning is evident: namely, that which occurs across social media channels and platforms. In such settings, the data accretion upon which machine learning depends for the development of granular insights-and, on social media platforms, associated auctioning and targeting of advertising-compounds the cumulative, sedimentary effect of social data, making negative impressions generated by "revenge porn," or by one''s online identity having been fraudulently coopted, hard to displace or renew.