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Learning by making - student-made models and creative projects for medical education: systematic review with qualitative synthesis.
BMC Med Educ
January 2025
Department of Anatomy, Clinical Sciences Building, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, 308323, Singapore.
Study Objective: Student-centered learning and unconventional teaching modalities are gaining popularity in medical education. One notable approach involves engaging students in producing creative projects to complement the learning of preclinical topics. A systematic review was conducted to characterize the impact of creative project-based learning on metacognition and knowledge gains in medical students.
View Article and Find Full Text PDFHow Nurses' Interventions Promote Health Literacy in Patients With Non-Communicable Diseases: A Systematic Review.
J Clin Nurs
January 2025
Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Sciences and Health Technologies, Settat, Morocco.
Background: More than one-third of all diseases in the world are non-communicable diseases (NCDs), and poorer health outcomes are linked to low health literacy (HL), in which nurses have a significant role to play. Various studies have confirmed that there is an association between HL and NCDs. However, less is known about how nurses can intervene in the development of HL in patients with NCDs.
View Article and Find Full Text PDFResults from the international collaborative systematic literature review informing the 2023 EULAR recommendations for the treatment of systemic sclerosis.
Ann Rheum Dis
January 2025
School of Medicine, Leeds Institute of Rheumatic and Musculoskeletal Medicine, University of Leeds, Leeds, UK; LTHT, NIHR Leeds Biomedical Research Centre, Leeds, UK. Electronic address:
Background: The EULAR recommendations for the treatment of systemic sclerosis (SSc) were updated in 2017, informed by a systematic literature review (SLR) completed in 2014.
Objectives: The aim of this new SLR was to provide the most up-to-date literature to underpin contemporary EULAR recommendations for the management of SSc.
Methods: 30 searches for 30 interventions (including several outcomes/clinical questions), and 1 dedicated search (with several interventions) for calcinosis were prioritised by the task force.
Implementing psychosocial interventions for teachers' mental health: Protocol for integrating scoping review with teachers lived experiences in LMICs.
PLoS One
January 2025
Jindal School of Psychology and Counselling, OP Jindal Global University, Sonipat, Haryana, India.
Introduction: Teachers are pivotal in shaping educational environments and student development but face significant occupational stress and high rates of mental problems. Despite the availability of various psychosocial interventions, comprehensive evidence of their effectiveness and implementation is limited for this occupational group, especially in low- and middle-income countries (LMICs). This mixed methods study aims to conduct a scoping review of characteristics, effectiveness, and implementation outcomes of psychosocial interventions for teachers' mental health and mental problems, integrating these with teachers' lived experiences to inform the implementation of mental health interventions in LMICs.
View Article and Find Full Text PDF[Nationwide evaluation of medical training in psychiatry and psychotherapy in Germany].
Nervenarzt
January 2025
Universitätsklinik für Psychiatrie und Psychotherapie Tübingen, Calwerstraße 14, 72076, Tübingen, Deutschland.
Background: To date there has been no evaluation of further training and working conditions in medical specialist training in psychiatry and psychotherapy in Germany. In order to counteract the lack of young talent and ensure long-term care for patients, quality assurance is essential.
Aim Of The Work: The evaluation aims to identify strengths and weaknesses of the further training and to derive measures for improvement.
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