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[PMID]:28459493
[Au] Autor:Lovelace R; Noonen M; Bena JF; Tang AS; Angie M; Cwynar R; Field R; Rosenberger J; Ross D; Walker D; Albert NM
[Ti] Título:Value of, Attitudes Toward, and Implementation of Evidence-Based Practices Based on Use of Self-Study Learning Modules.
[So] Source:J Contin Educ Nurs;48(5):209-216, 2017 May 01.
[Is] ISSN:1938-2472
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: It is unknown if completing educational modules on understanding, reviewing, and synthesizing research literature is associated with higher value of, attitudes toward, and implementation of evidence-based practices. METHOD: Nurses completed valid, reliable questionnaires on the value of, attitudes toward, and implementation of evidence-based practice 6 months after four educational modules were introduced. Multivariable modeling was used to learn associations of education modules and evidence-based practice themes. RESULTS: Of 1,033 participants, 54% completed at least one education module; 22% completed all modules. Value and attitude about evidence-based practice were moderately high, but implementation was low (mean = 15.15 ± 15.72; range = 0 to 72). After controlling for nurse characteristics and experiences associated with evidence-based practice value, attitudes, and implementation scores, education modules completion was associated with the implementation of evidence-based practice (p = .001), but not with value or attitude of evidence-based practices scores. CONCLUSION: Education on reviewing and synthesizing literature strengthened implementation of evidence-based practices. J Contin Educ Nurs. 2017;48(5):209-216.
[Mh] Termos MeSH primário: Educação Continuada em Enfermagem/métodos
Prática Clínica Baseada em Evidências/educação
Conhecimentos, Atitudes e Prática em Saúde
Recursos Humanos de Enfermagem/educação
Recursos Humanos de Enfermagem/psicologia
Instrução Programada como Assunto
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170502
[St] Status:MEDLINE
[do] DOI:10.3928/00220124-20170418-05


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[PMID]:28488533
[Au] Autor:Hatziisaak T; Keller U
[Ad] Endereço:1 PizolCare Praxis Wartau und Sargans, Trübbach.
[Ti] Título:Wie wird Selbststudium praktiziert? Eine Umfrage bei Hausärzten des Ärztenetzwerks PizolCare..
[So] Source:Praxis (Bern 1994);106(10):513-518, 2017.
[Is] ISSN:1661-8157
[Cp] País de publicação:Switzerland
[La] Idioma:ger
[Mh] Termos MeSH primário: Educação Médica Continuada
Medicina Geral/educação
Medicina Interna/educação
Instrução Programada como Assunto
[Mh] Termos MeSH secundário: Instrução por Computador
Congressos como Assunto
Seres Humanos
Publicações Periódicas como Assunto
Inquéritos e Questionários
Suíça
Livros de Texto como Assunto
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170707
[Lr] Data última revisão:
170707
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170511
[St] Status:MEDLINE
[do] DOI:10.1024/1661-8157/a002675


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[PMID]:27812808
[Au] Autor:Ekenze SO; Okafor CI; Ekenze OS; Nwosu JN; Ezepue UF
[Ad] Endereço:Department of Surgery, College of Medicine, University of Nigeria Enugu Campus, Enugu, Nigeria. sebekenze@gmail.com.
[Ti] Título:The Value of Internet Tools in Undergraduate Surgical Education: Perspective of Medical Students in a Developing Country.
[So] Source:World J Surg;41(3):672-680, 2017 Mar.
[Is] ISSN:1432-2323
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: Advances in information technology (IT) in the past decade present opportunities and challenges in undergraduate surgical education. There may be need to evaluate the knowledge base and the use of Internet tools among medical students in settings where traditional mode of education is preeminent. This may help to establish a conceptual framework for integrating e-learning into the traditional teaching to enhance learning experience. In this study, we evaluated the medical students' knowledge and use of Internet tools, and their opinion on the application of these tools in surgical education. METHODS: We undertook a cross-sectional survey of 2013 and 2014 graduating medical class of College of Medicine University of Nigeria, Enugu using structured self-administered questionnaire. The survey assessed the knowledge, utility, and application of Internet tools in surgical education using 5-point Likert scale. RESULTS: Overall response rate was 78% (227/291) comprising 151 (66.5%) males and 76 (33.5%) females. The median age was 24 years (range 20-33 years). Although 106 (46.7%) had formal training on information technology, 223 (98.2%) can access Internet, and 162 (71.4%) use one or more of the Internet tools, 90.6% (96/106) of those trained on ICT use Internet for education/learning compared to 88.4% (107/121) of those without ICT training (p = 0.76). Google™ search tool had the highest rating in terms of familiarity and utility for education/learning (mean rating 4.3 on a scale of 5.0), while Skype™ had the least rating (mean 2.0). Overall, 89% of respondents (mean rating 4.5 on a scale of 5.0) indicated that Internet tools could be effectively applied in surgical education specifically in areas of lectures, assignments, real-time procedure demonstration, case discussion, and interaction with surgical experts. The key benefits are utility as a regular self-assessment tool (mean rating = 4.6) and offer of flexible learning schedule (mean rating = 4.0). Fifty-two percent (118/227) strongly agree that combination of the use of Internet tools with the traditional teaching may give better learning outcome (mean rating 4.44). The major challenges were cost of accessing Internet (n = 126; 55.5%), lack of facility with the technology (n = 115; 50.7%), and network availability (n = 96; 42.3%). Availability of affordable Internet (n = 205; 90.3%), improvement of training on ICT (n = 135; 59.5%), and encouragement of the use of these tools by faculty (n = 107; 47.1%) were the major suggestions to address the challenges. CONCLUSION: In our setting, a substantial number of undergraduate medical students are familiar with and use Internet tools for learning and believe that the tools may have utility in surgical education. However, to further consolidate and enhance learning experience, it may be useful to integrate this learning modality with the traditional mode of teaching through a well thought out curriculum modification.
[Mh] Termos MeSH primário: Educação de Graduação em Medicina/métodos
Cirurgia Geral/educação
Internet/utilização
Estudantes de Medicina
[Mh] Termos MeSH secundário: Adulto
Estudos Transversais
Países em Desenvolvimento
Feminino
Seres Humanos
Masculino
Nigéria
Aprendizagem Baseada em Problemas
Instrução Programada como Assunto
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171109
[Lr] Data última revisão:
171109
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161105
[St] Status:MEDLINE
[do] DOI:10.1007/s00268-016-3781-x


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[PMID]:27618172
[Au] Autor:Flüchter P; Müller V; Bischof F; Pajonk FG
[Ad] Endereço:AMEOS Klinikum Heiligenhafen.
[Ti] Título:[Emergency Doctor Training for Psychiatric Emergencies: Evaluation of an Interactive Training Program].
[Ti] Título:Notarztschulung über psychiatrische Notfälle: Evaluation eines interaktiven Fortbildungsprogramms..
[So] Source:Psychiatr Prax;44(2):105-107, 2017 03.
[Is] ISSN:1439-0876
[Cp] País de publicação:Germany
[La] Idioma:ger
[Ab] Resumo:Emergency physicians are often confronted with psychiatric emergencies, but are not well trained for it and often feel unable to cope sufficiently with them. The aim of this investigation was to examine whether multisensoric training may improve learning effects in the training of emergency physicians with regard to psychiatric emergencies. Participation in a multi-modal, multi-media training program with video case histories and subsequent evaluation by questionnaire. 66 emergency physicians assessed their learning effects. 75 % or 73 % rated it as "rather high" or "very high". In particular, in comparison with classical training/self-study 89 % assessed the effects in learning as "rather high" or "very high" . This training receives a high level of acceptance. Using videos, learning content may be provided more practice-related. Thus, emergency physicians are able to develop a greater understanding of psychiatric emergencies.
[Mh] Termos MeSH primário: Educação de Pós-Graduação em Medicina
Serviços de Emergência Psiquiátrica
Transtornos Mentais/diagnóstico
Transtornos Mentais/terapia
Psiquiatria/educação
Treinamento por Simulação
[Mh] Termos MeSH secundário: Adulto
Currículo
Feminino
Alemanha
Seres Humanos
Masculino
Transtornos Mentais/psicologia
Meia-Idade
Multimídia
Instrução Programada como Assunto
Software
Inquéritos e Questionários
Gravação em Vídeo
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170825
[Lr] Data última revisão:
170825
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160913
[St] Status:MEDLINE
[do] DOI:10.1055/s-0042-112256


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[PMID]:28005938
[Au] Autor:Brooks HL; Pontefract SK; Vallance HK; Hirsch CA; Hughes E; Ferner RE; Marriott JF; Coleman JJ
[Ad] Endereço:College of Medical and Dental Sciences, University of Birmingham, Birmingham, United Kingdom.
[Ti] Título:Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation.
[So] Source:PLoS One;11(12):e0168558, 2016.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors' perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. METHOD: Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. RESULTS: Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement. CONCLUSIONS: It is important to ensure that learners are willing to engage with mandatory TEL, and that they have the time and motivation to do so. It is also important to ensure that learners have a positive user experience and that in designing TEL individual differences in learning styles and needs are taken into account. These findings have implications for educators and system developers in the construction and design of mandatory eLearning programmes.
[Mh] Termos MeSH primário: Competência Clínica
Prescrições de Medicamentos/normas
Corpo Clínico Hospitalar/educação
Médicos/psicologia
Apoio ao Desenvolvimento de Recursos Humanos/normas
[Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde
Educação Médica Continuada
Fundações
Seres Humanos
Aprendizagem
Corpo Clínico Hospitalar/psicologia
Percepção
Instrução Programada como Assunto
Pesquisa Qualitativa
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170718
[Lr] Data última revisão:
170718
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161223
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0168558


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[PMID]:27769337
[Au] Autor:Ing E
[Ad] Endereço:Michael Garron Hospital, University of Toronto, Toronto, Ont. Electronic address: edingLidStrab@gmail.com.
[Ti] Título:Aids to statistics literacy for ophthalmologists.
[So] Source:Can J Ophthalmol;51(5):e142-e143, 2016 Oct.
[Is] ISSN:1715-3360
[Cp] País de publicação:England
[La] Idioma:eng
[Mh] Termos MeSH primário: Bioestatística
Oftalmologistas/educação
Instrução Programada como Assunto
[Mh] Termos MeSH secundário: Seres Humanos
[Pt] Tipo de publicação:LETTER
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170915
[Lr] Data última revisão:
170915
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161023
[St] Status:MEDLINE


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[PMID]:27585493
[Au] Autor:Chitkara MB; Satnick D; Lu WH; Fleit H; Go RA; Chandran L
[Ad] Endereço:Department of Pediatrics, Stony Brook Children's, HSC T11-080, Stony Brook, NY, 11794-8111, USA. Maribeth.chitkara@stonybrookmedicine.edu.
[Ti] Título:Can Individualized Learning Plans in an advanced clinical experience course for fourth year medical students foster Self-Directed Learning?
[So] Source:BMC Med Educ;16(1):232, 2016 Sep 01.
[Is] ISSN:1472-6920
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Residency programs have utilized Individualized Learning Plans (ILPs) to customize resident education while undergraduate medical education has not done so in a meaningful way. We discuss the use of ILPs within a fourth year medical school course to facilitate self-directed learning (SDL). METHODS: At Stony Brook University School of Medicine, an ILP component was added to the Advanced Clinical Experience (ACE) course for fourth year students. Each completed an ILP outlining personal learning goals and strategies to achieve them. An adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) (Duncan T and McKeachie W, Educ Psych 40(2):117-128, 2005 and Cook DA et al., Med Ed 45:1230-1240, 2011) was used to measure success of ILPs in improving SDL. Qualitative data analysis was conducted on the ILPs and self-reflections. RESULTS: Forty-eight students participated. Two of the four SDL sub-domains identified on the MSLQ showed improvement; self-efficacy (p = .001) and self-regulation (p = .002). 'Medical Knowledge' was the competency most frequently identified as an area of concentration (90 %) and professionalism was selected least frequently (4 %). A higher percentage (83 %) of students who reported complete achievement of their ILP goals also reported feeling better prepared for entering residency. CONCLUSIONS: ILPs improve SDL strategies among medical students and may serve as useful tools to help shape future learning goals as they transition to residency training.
[Mh] Termos MeSH primário: Currículo
Educação de Graduação em Medicina
Medicina Interna/educação
Internato e Residência
Instrução Programada como Assunto
Estudantes de Medicina/psicologia
[Mh] Termos MeSH secundário: Competência Clínica
Seres Humanos
Aprendizagem
Motivação
Avaliação de Programas e Projetos de Saúde
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170302
[Lr] Data última revisão:
170302
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160903
[St] Status:MEDLINE
[do] DOI:10.1186/s12909-016-0744-8


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[PMID]:27411773
[Au] Autor:Kim HS; Kim HJ; Suh EE
[Ad] Endereço:College of Nursing and Research Institute of Nursing Science, Seoul National University, Seoul, Korea.
[Ti] Título:The Effect of Patient-centered CPR Education for Family Caregivers of Patients with Cardiovascular Diseases.
[So] Source:J Korean Acad Nurs;46(3):463-74, 2016 Jun.
[Is] ISSN:2093-758X
[Cp] País de publicação:Korea (South)
[La] Idioma:eng
[Ab] Resumo:PURPOSE: For cardiovascular patients, family caregivers play a vital role in daily nursing and cardiac emergencies. This study aimed to evaluate the effect of patient-centered CPR education (PCE) for family caregivers of patients with cardiovascular diseases. METHODS: Fifty-four participants were randomly assigned to the PCE or control group. The PCE group received tailored counseling on overall cardiovascular disease information and CPR followed by interactive instructor-guided CPR training and re-education follow-up by telephone 2 weeks later. The control group received only video-based CPR self-education and booklets. Cardiovascular disease and CPR knowledge and self-efficacy were measured before (pre-test), immediately after (post-test 1), and 4 weeks after the PCE (post-test 2). CPR skills and performance were measured pre-test and at post-test1. RESULTS: The PCE group demonstrated significant improvements in knowledge (F=91.09, p<.001), self-efficacy (F=15.19, p<.001) and CPR skills and performance (F=8.10, p=.008), as well as significant differences over time (knowledge: F=364.25, p<.001; self-efficacy: F=1162.28, p<.001; CPR skills and performance: F=1798.81, p<.001). There were significant group-by-time interactions for knowledge (F=8.10, p=.001), self-efficacy (F=4.30, p=.019) and CPR skills and performance (F=4.81, p=.036) by repeated measures ANOVA. CONCLUSION: This is the first study to demonstrate the effects of a patient-centered intervention with CPR education tailored for patients' and family caregivers' preferences, needs, and lifestyles. The results of this study encourage the use of tailored, patient-centered interventions in cardiovascular nursing practice.
[Mh] Termos MeSH primário: Reanimação Cardiopulmonar/educação
Cuidadores/psicologia
Conhecimentos, Atitudes e Prática em Saúde
Parada Cardíaca/terapia
Assistência Centrada no Paciente
[Mh] Termos MeSH secundário: Adulto
Idoso
Reanimação Cardiopulmonar/métodos
Avaliação Educacional
Feminino
Seres Humanos
Masculino
Meia-Idade
Instrução Programada como Assunto
Autoeficácia
Telefone
[Pt] Tipo de publicação:JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL
[Em] Mês de entrada:1704
[Cu] Atualização por classe:170407
[Lr] Data última revisão:
170407
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:160715
[St] Status:MEDLINE
[do] DOI:10.4040/jkan.2016.46.3.463


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[PMID]:27380270
[Au] Autor:Melchiors J; Todsen T; Nilsson P; Kohl AP; Bøttger M; Charabi B; Konge L; von Buchwald C
[Ad] Endereço:Department of Otorhinolaryngology, Head and Neck Surgery, Rigshospitalet, University Hospital of Copenhagen, Blegdamsvej 9, 2100, Copenhagen, Denmark. Jacob.melchiors@gmail.com.
[Ti] Título:Self-directed simulation-based training of emergency cricothyroidotomy: a route to lifesaving skills.
[So] Source:Eur Arch Otorhinolaryngol;273(12):4623-4628, 2016 Dec.
[Is] ISSN:1434-4726
[Cp] País de publicação:Germany
[La] Idioma:eng
[Ab] Resumo:The emergency cricothyroidotomy (EC) is a critical procedure. The high cost of failures increases the demand for evidence-based training methods. The aim of this study was to present and evaluate self-directed video-guided simulation training. Novice doctors were given an individual 1-h simulation training session. One month later, an EC on a cadaver was performed. All EC's were video recorded. An assessment tool was used to rate performance. Performance was compared with a pass/fail level for the EC. We found a high reliability, based on Pearson's r (0.88), and a significant progression of skill during training (p < 0.001). Eleven out of 14 succeeded in creating an airway on the cadaver in 64 s (median, range 39-86 s), but only four achieved a passing score. Our 1-h training protocol successfully raised the competence level of novice doctors; however, the training did not ensure that all participants attained proficiency.
[Mh] Termos MeSH primário: Cartilagem Cricoide/cirurgia
Emergências
Instrução Programada como Assunto
[Mh] Termos MeSH secundário: Adulto
Cadáver
Competência Clínica
Estudos de Viabilidade
Feminino
Seres Humanos
Capacitação em Serviço
Internato e Residência
Masculino
Reprodutibilidade dos Testes
Gravação em Vídeo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170928
[Lr] Data última revisão:
170928
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160706
[St] Status:MEDLINE
[do] DOI:10.1007/s00405-016-4169-0


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[PMID]:27142695
[Au] Autor:Brooks HL; Pontefract SK; Hodson J; Blackwell N; Hughes E; Marriott JF; Coleman JJ
[Ad] Endereço:College of Medical and Dental Sciences, University of Birmingham, Birmingham, B15 2TT, UK.
[Ti] Título:An evaluation of UK foundation trainee doctors' learning behaviours in a technology-enhanced learning environment.
[So] Source:BMC Med Educ;16:133, 2016 May 03.
[Is] ISSN:1472-6920
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Technology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics. METHODS: Data were extracted from the SCRIPT e-Learning platform for first year Foundation trainee (F1) doctors in the Health Education England's West Midland region from 1(st) August 2013 to 5(th) August 2014. Generalised Estimating Equation models were used to examine the relationship between time taken to complete modules, date modules were completed, pre- and post-test scores, and module factors. RESULTS: Over the time period examined, 688 F1 doctors interacted with the 16 compulsory modules 10,255 times. The geometric mean time taken to complete a module was 28.9 min (95% Confidence Interval: 28.4-29.5) and 1,075 (10.5%) modules were completed in less than 10 min. In February and June (prior to F1 progression reviews) peaks occurred in the number of modules completed and troughs in the time taken. Most modules were completed, and the greatest amount of time was spent on the learning on a Sunday. More time was taken by those doctors with greater pre-test scores and those with larger improvements in test scores. CONCLUSIONS: Foundation trainees are exhibiting unintended learning behaviours in this TEL environment, which may be attributed to several factors. These findings can help guide future developments of this TEL programme and the integration of other TEL programmes into curricula by raising awareness of potential behavioural issues that may arise.
[Mh] Termos MeSH primário: Educação Médica Continuada
Aprendizagem
Corpo Clínico Hospitalar/psicologia
Instrução Programada como Assunto
Estudantes de Medicina/psicologia
[Mh] Termos MeSH secundário: Competência Clínica
Fundações
Seres Humanos
Fatores de Tempo
Reino Unido
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1701
[Cu] Atualização por classe:170925
[Lr] Data última revisão:
170925
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160505
[St] Status:MEDLINE
[do] DOI:10.1186/s12909-016-0651-z



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