This is a list of all the questions and their associated study carrel identifiers. One can learn a lot of the "aboutness" of a text simply by reading the questions.
| identifier | question |
|---|---|
| cord-266242-d4fo3lsn | : what is optimal for residency training? |
| cord-274470-82nhmusm | Whether it is true that the pandemic and the correlated diseases still escape complete comprehension of the mechanisms of spreading and tissue- damaging, then every Surgery Resident, who wants to keep up with this new reality, has to dive deep down into the recent broad literature production Hence, how could we, on this as Residents, take the pandemic"special"scenario with a grain of salt? |
| cord-013443-x74uxdi4 | : A meta- analysis The impact of E- learning in medical education Flipping out: Does the flipped classroom learning model work for GME? |
| cord-252661-wa0hdg1u | Example of the combined petrosal approach in the French College of Neurosurgery Neurosurgery videos on online video sharing sites: The next best teacher? |
| cord-252661-wa0hdg1u | The Coronavirus Disease 2019 Global Pandemic: A Neurosurgical Treatment Algorithm COVID-19 and academic neurosurgery Innovations in neurosurgical education during the COVID-19 pandemic: is it time to reexamine our neurosurgical training models? |
| cord-260279-igra1q3j | How do we adapt to the restrictions related to this pandemic in a way that allows us to continue to support the educational mission? |
| cord-262073-7bhoyg4o | Conceptualization A pregnant woman with COVID-19 in Central America Clinical characteristics and intrauterine vertical transmission potential of COVID-19 infection in nine pregnant women: a retrospective review of medical records Centers for disease control and prevention communities, schools, workplaces,& events Clinical analysis of pregnant women with 2019 novel coronavirus pneumonia Managing resident workforce and education during the COVID-19 pandemic: evolving strategies and lessons learned Using technology to maintain the education of residents during the COVID-19 pandemic Innovations in neurosurgical education during the COVID-19 pandemic: is it time to reexamine our neurosurgical training models? |
| cord-292429-28mwv9f7 | COVID-19: Recommendations for Management of Elective Surgical Procedures Neurological surgery milestones Applying Educational Theory to Simulation- Based Training and Assessment in Surgery Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning? |
| cord-321088-5gu7rnhj | Progressive independence in clinical training: a tradition worth defending Entrustment of general surgery residents in the operating room: factors contributing to provision of resident autonomy Burnout and Stress Among US Surgery Residents: Psychological Distress and Resilience A national study of attrition in general surgery training: which residents leave and where do they go? |
| cord-295096-pkcyorav | In addition, with increasing concern for an inadequate supply of PPE, how do we as educators protect our residents from harm while knowing that their knowledge, experience, and grit are exactly what is necessary to help the medical workforce during this crisis? |
| cord-295096-pkcyorav | When in- person didactics are canceled and surgical volume is significantly reduced, how does a program adapt education rapidly? |
| cord-276787-6yr3pant | : a qualitative and quantitative study Pediatric residents'continuity clinics: how are we really doing? |
| cord-276787-6yr3pant | : do parents really follow telephone advice? |
| cord-276787-6yr3pant | Development and evaluation of a CD- ROM computer program to teach residents telephone management Pediatric residents'telephone triage experience: relevant to general pediatric practice? |
| cord-276787-6yr3pant | Resident responses to after- hours otolaryngology patient phone calls: an overlooked aspect of residency training? |
| cord-276787-6yr3pant | The University of Massachusetts Medical Center office- based continuity experience: are we preparing pediatrics residents for primary care practice? |
| cord-340887-k88hchau | -The Need for Ventilators and Personal Protective Equipment during the Covid-19 Pandemic Factors Associated With Mental Health Outcomes Among Health Care Workers Exposed to Coronavirus Disease Factors associated with the psychological impact of severe acute respiratory syndrome on nurses and other hospital workers in Toronto Survey of hospital healthcare personnel response during a potential avian influenza pandemic: will they come to work? |
| cord-295391-e5it7nxl | Do programs need formal restructuring to adjust with the"new normal"? |
| cord-295391-e5it7nxl | Eye( Lond) Rational use of personal protective equipment for coronavirus disease( COVID-19) and considerations during severe shortages: interim guidance Mental health among otolaryngology resident and attending physicians during the COVID-19 pandemic: national study COVID-19 impact on well- being and education in radiology residencies: a survey of the association of program directors in radiology Psychological impact of COVID-19 on ophthalmologists- in- training and practising ophthalmologists in India Redeployment of ophthalmologists in the United Kingdom during the coronavirus disease pandemic Saudi Commission for Health Specialties, Scientific Committee of Ophthalmology Orthopedic surgery residents'perception of online education in their programs during the COVID-19 pandemic: should it be maintained after the crisis? |
| cord-265425-b2ryvctp | ACGME Response to COVID-19 Pandemic Crisis? |
| cord-303731-yrlzxtbw | Mosby MASA, the Mann assessment of swallowing ability To cough or not to cough? |
| cord-303731-yrlzxtbw | a case series Dysphagia in COVID-19-multilevel damage to the swallowing network? |
| cord-030994-pq9fnc7c | Did the authors achieve what they set out to achieve? |
| cord-030994-pq9fnc7c | What further research might be carried out? |
| cord-030994-pq9fnc7c | Will the results influence practice beneficially or adversely? |
| cord-030994-pq9fnc7c | the purpose and type of the study 2 Summarize key points in the article 3 Discuss the statistical analysis and teach the method used 4 Briefly describe the main results of the study 5 Highlight the strengths and weaknesses: How could the article is improved? |
| cord-331911-arif1ejj | How are orthopaedic surgery residencies responding to the COVID-19 pandemic? |
| cord-266965-fdxq45rx | Part I. Examination? |
| cord-011971-h78639ld | A review of the research Tracking active learning in the medical school curriculum: a learning- centered approach Rethinking residency conferences in the era of COVID-19 Residency Building from your home office: effectiveness of videoconference based tele- education for emergency medicine residents and providers in Vietnam E- conferencing for delivery of residency didactics Videoconferencing of a national program for residents on evidence- based practice: early performance evaluation Improving students'learning with effective learning techniques: promising directions from cognitive and educational psychology Do questions help? |
| cord-011971-h78639ld | Does CME credit make a difference? |
| cord-011971-h78639ld | Does the flipped classroom improve learning in graduate medical education? |
| cord-011971-h78639ld | The pedagogic characteristics of a clinical conference for senior residents and faculty An academic relative value unit system: Do transparency, consensus, and accountability work? |
| cord-011971-h78639ld | The use of"war games"to enhance highrisk clinical decision- making in students and residents Using game format to teach psychopharmacology to medical students Survivor torches"Who Wants to Be a Physician? |
| cord-011971-h78639ld | This would involve the learner seeking out the underlying rationale or etiology using questions such as"why does this occur?" |
| cord-011971-h78639ld | addressing domains important across internal medicine practice Active learning on the ward: outcomes from a comparative trial with traditional methods Learning through debate during problembased learning: an active learning strategy Problem- based learning in comparison with lecture- based learning among medical students A novel teaching tool combined with active- learning to teach antimicrobial spectrum activity Comparison of chiropractic student scores before and after utilizing active learning techniques in a classroom setting Student knowledge and confidence in an elective clinical toxicology course using active- learning techniques Comparison of lecture and team- based learning in medical ethics education Learning outcomes of"The Oncology Patient"study among nursing students: a comparison of teaching strategies Does active learning work? |
| cord-011971-h78639ld | pdf? |
| cord-348976-hgty4t7c | Risk perception and impact of severe acute respiratory syndrome( SARS) on work and personal lives of healthcare workers in Singapore: what can we learn? |
| cord-348976-hgty4t7c | The direct, indirect, and intangible benefits of graduate medical education programs to their sponsoring institutions and communities COVID-19: protecting health- care workers Infection control for the otolaryngologist in the era of severe acute respiratory syndrome SARS- CoV-2 viral load in upper respiratory specimens of infected patients Identification of a novel coronavirus in patients with severe acute respiratory syndrome 2019-nCoV in context: lessons learned? |
| cord-340701-eeqgtk34 | Could Covid-19 be sending residents rights back to this time? |
| cord-340701-eeqgtk34 | How can residents maintain the highest practicable mental and psychosocial well- being 51 when they are not able to connect with other human beings, including loved ones? |
| cord-337958-472xu87g | g authors: Zuberi, Maaz K.; Nizam, Wasay; Shah, Adil; Petrosyan, Michael; Fullum, Terrance; Cornwell, Edward title: SHOULD I BE CONCERNED? |
| cord-268106-qfpukqwc | 14 We will be able to judge the impact( intended and unintended) and merit of this rapid medical education pivot with clear questions( eg"Were the competencies attained?""Were they adequate?" |
| cord-268106-qfpukqwc | 14 We will be able to judge the impact( intended and unintended) and merit of this rapid medical education pivot with clear questions( eg"Were the competencies attained?""Were they adequate?" |
| cord-268106-qfpukqwc | A competency framework for family physicians across the continuum Learning outcomes and instructional objectives: is there a difference? |
| cord-268106-qfpukqwc | The armoured expert in the CanMEDS competency framework? |
| cord-268106-qfpukqwc | unmet faculty and residents needs?") answered through a review of existing data sources( eg formative and summative feedback in field notes and end- of- rotation evaluations), and new data sources( interviews, surveys). |
| cord-256691-fn4bnnb9 | : What have we learned so far? |
| cord-256691-fn4bnnb9 | A scoping review mapping research on green space and associated mental health benefits Is variety the spice of life? |
| cord-256691-fn4bnnb9 | All about the'wow factor'? |
| cord-256691-fn4bnnb9 | Based on the above evidence the research examined the following key questions Will a front garden horticultural intervention-introducing plants to paved front gardens overtime( 3 months) affect residents by: Q1 Reducing perceived stress? |
| cord-256691-fn4bnnb9 | Do urban green spaces with greater avian biodiversity promote more positive emotions in humans? |
| cord-256691-fn4bnnb9 | How green is your garden?: |
| cord-256691-fn4bnnb9 | Improving diurnal cortisol profiles, suggesting better HPA function/ health status? |
| cord-256691-fn4bnnb9 | My garden-My mate? |
| cord-256691-fn4bnnb9 | Perhaps a stratified or modified questionnaire is required when attempting to assess affinity to green space or urban nature per se? |
| cord-256691-fn4bnnb9 | Providing socio- cultural benefits such as enhanced community cohesion? |
| cord-256691-fn4bnnb9 | Q3 Improving subjective well- being? |
| cord-256691-fn4bnnb9 | Q4 Increasing physical activity? |
| cord-256691-fn4bnnb9 | Q5 Improving connectedness to nature? |
| cord-256691-fn4bnnb9 | The principle of parallelism in the design of studies to estimate treatment effects Beyond restoration: Considering emotion regulation in natural well- being The emotional affordances of forest settings: An investigation in boys with extreme behavioural problems Coping with stress in deprived urban neighborhoods: What is the role of green space according to life stage? |
| cord-256691-fn4bnnb9 | Why Camp? |
| cord-306421-r8wzvpn5 | Are they allowed to walk in and out? |
| cord-306421-r8wzvpn5 | COVID-19 related symptoms? |
| cord-306421-r8wzvpn5 | Could you describe what impact it had on you? |
| cord-306421-r8wzvpn5 | Did any other considerations play a role? |
| cord-306421-r8wzvpn5 | Did considerations relating to the care unit play a role? |
| cord-306421-r8wzvpn5 | Did considerations relating to the nursing staff play a role? |
| cord-306421-r8wzvpn5 | Did considerations relating to the organization play a role? |
| cord-306421-r8wzvpn5 | Did considerations relating to the resident play a role? |
| cord-306421-r8wzvpn5 | Did considerations relating to the resident's family play a role? |
| cord-306421-r8wzvpn5 | How long are they allowed to stay?" |
| cord-306421-r8wzvpn5 | If yes, which ones? |
| cord-306421-r8wzvpn5 | If yes, which ones? |
| cord-306421-r8wzvpn5 | If yes, which ones? |
| cord-306421-r8wzvpn5 | If yes, which ones? |
| cord-306421-r8wzvpn5 | If yes, which ones? |
| cord-306421-r8wzvpn5 | Visitor COVID-19 confirmed? |
| cord-306421-r8wzvpn5 | What affected you most in this situation? |
| cord-306421-r8wzvpn5 | What was decided upon regarding the dilemma and who was involved in the decision? |
| cord-306421-r8wzvpn5 | • Physical complaints( for example pain) proportional? |