Internet skills of medical faculty and students: is there a difference?

Background: The shift from a more didactic to student-centred pedagogical approach has led to the implementation of new information communication technology (ICT) innovations and curricula. Consequently, analysis of the digital competency of both faculty and students is of increasing importance. The aim of this research is to measure and compare the internet skills of medical school faculty and students and to investigate any potential skills gap between the two groups.

Individuals who report eating disorder symptoms also exhibit a disrupted fading affect bias in autobiographical memory.

We examined symptoms of disordered eating in the context of autobiographical memory via a phenomenon termed the Fading Affect Bias (FAB). The FAB is the tendency for the affect elicited by thinking about positive past events to fade slower than the affect elicited by thinking about negative past events. In Study 1 via an online survey procedure (Event  = 714), and via a booklet laboratory procedure in both Study 2 (Event  = 916) and Study 3 (Event  = 516) each participant described six (Studies 1 & 3) and four (Study 2) autobiographical events.

Barriers and solutions to online learning in medical education - an integrative review.

Background: The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees.

Methods: An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report.