Base de dados : MEDLINE
Pesquisa : I02.195 [Categoria DeCS]
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[PMID]:28743680
[Au] Autor:Micheel CM; Anderson IA; Lee P; Chen SC; Justiss K; Giuse NB; Ye F; Kusnoor SV; Levy MA
[Ad] Endereço:Division of Hematology and Oncology, Department of Medicine, Vanderbilt University Medical Center, Nashville, TN, United States.
[Ti] Título:Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation.
[So] Source:J Med Internet Res;19(7):e265, 2017 Jul 25.
[Is] ISSN:1438-8871
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. OBJECTIVE: This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. METHODS: In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. RESULTS: A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3% more improvement on average; P=.02). CONCLUSIONS: Although the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content.
[Mh] Termos MeSH primário: Educação a Distância/normas
Pessoal de Saúde/normas
Disseminação de Informação/métodos
Internet/utilização
Oncologia/normas
Medicina de Precisão/métodos
Telemedicina/métodos
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Aprendizagem
Masculino
Meia-Idade
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170727
[St] Status:MEDLINE
[do] DOI:10.2196/jmir.7506


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[PMID]:28461286
[Au] Autor:Zhan X; Zhang Z; Sun F; Liu Q; Peng W; Zhang H; Yan W
[Ad] Endereço:Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College, Huazhong University of Science & Technology, Wuhan, China.
[Ti] Título:Effects of Improving Primary Health Care Workers' Knowledge About Public Health Services in Rural China: A Comparative Study of Blended Learning and Pure E-Learning.
[So] Source:J Med Internet Res;19(5):e116, 2017 May 01.
[Is] ISSN:1438-8871
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Primary health care workers (PHCWs) are a major force in delivering basic public health services (BPHS) in rural China. It is necessary to take effective training approaches to improve PHCWs' competency on BPHS. Both electronic learning (e-learning) and blended learning have been widely used in the health workers' education. However, there is limited evidence on the effects of blended learning in comparison with pure e-learning. OBJECTIVE: The aim of this study was to evaluate the effects of a blended-learning approach for rural PHCWs in improving their knowledge about BPHS as well as training satisfaction in comparison with a pure e-learning approach. METHODS: The study was conducted among PHCWs in 6 rural counties of Hubei Province, China, between August 2013 and April 2014. Three counties were randomly allocated blended-learning courses (29 township centers or 612 PHCWs-the experimental group), and three counties were allocated pure e-learning courses (31 township centers or 625 PHCWs-the control group). Three course modules were administered for 5 weeks, with assessments at baseline and postcourse. Primary outcomes were score changes in courses' knowledge. Secondary outcome was participant satisfaction (5-point Likert scale anchored between 1 [strongly agree] and 5 [strongly disagree]). RESULTS: The experimental group had higher mean scores than the control group in knowledge achievement in three course modules: (1) module 1: 93.21 (95% CI 92.49-93.93) in experimental group versus 88.29 (95% CI 87.19-89.40) in the control group; adjusted difference, 4.92 (95% CI 2.61-7.24; P<.001); (2) module 2: 94.05 (95% CI 93.37-94.73) in the experimental group vs 90.22 (95% CI 89.12-91.31) in the control group; adjusted difference, 3.67 (95% CI 1.17-6.18; P=.004); (3) module 3: 93.88 (95% CI 93.08-94.68) in the experimental group versus 89.09 (95% CI 87.89-90.30) in control group; adjusted difference, 4.63 (95% CI 2.12-7.14; P<.001). The participants in the experimental learning group gave more positive responses with the four issues than control group participants: (1) the increase of interest in learning, 1.85 (95% CI 1.22-2.80; P=.003); (2) the increase of interaction with others, 1.77 (95% CI 1.20-2.60; P=.004); (3) the satisfaction with learning experience, 1.78 (95% CI 1.11-2.88; P=.02); and (4) achievement of learning objectives, 1.63 (95% CI 1.08-2.48; P=.02). CONCLUSIONS: Among PHCWs in rural China, a blended-learning approach to BPHS training could result in a higher knowledge achievement and satisfaction level compared with a pure e-learning approach. The findings of the study will contribute knowledge to improve the competency of PHCWs in similar settings.
[Mh] Termos MeSH primário: Educação a Distância/métodos
Pessoal de Saúde/educação
Internet
Aprendizagem
Atenção Primária à Saúde
Saúde Pública/educação
Serviços de Saúde Rural
Saúde da População Rural
[Mh] Termos MeSH secundário: Adulto
China
Avaliação Educacional
Feminino
Seres Humanos
Masculino
Meia-Idade
Atenção Primária à Saúde/recursos humanos
População Rural
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL
[Em] Mês de entrada:1712
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170503
[St] Status:MEDLINE
[do] DOI:10.2196/jmir.6453


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[PMID]:28742546
[Au] Autor:Day C; Barker C; Bell E; Sefcik E; Flournoy D
[Ad] Endereço:Author Affiliations: Assistant Professor (Dr Day, Dr Barker, and Dr Bell), Professor (Dr Sefcik), and Associate Professor (Dr Flournoy), College of Nursing and Health Sciences, Texas A&M University-Corpus Christi.
[Ti] Título:Flipping the Objective Structured Clinical Examination: A Teaching Innovation in Graduate Nursing Education.
[So] Source:Nurse Educ;43(2):83-86, 2018 Mar/Apr.
[Is] ISSN:1538-9855
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Objective evaluation of distance-based family nurse practitioner (FNP) students can be challenging. One FNP program piloted a teaching innovation, the video-enhanced objective structured clinical examination (VE-OSCE) or "flip" of the traditional face-to-face OSCE, to assess student clinical performance in a controlled online environment using a teleconferencing platform. This project sought to assess the VE-OSCE design, implementation, and ability to identify FNP student learning needs.
[Mh] Termos MeSH primário: Educação a Distância
Educação de Pós-Graduação em Enfermagem/métodos
Avaliação Educacional/métodos
Enfermeiras de Saúde da Família/educação
[Mh] Termos MeSH secundário: Difusão de Inovações
Seres Humanos
Aprendizagem
Determinação de Necessidades de Cuidados de Saúde
Pesquisa em Educação de Enfermagem
Pesquisa em Avaliação de Enfermagem
Estudantes de Enfermagem/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180228
[Lr] Data última revisão:
180228
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170726
[St] Status:MEDLINE
[do] DOI:10.1097/NNE.0000000000000421


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[PMID]:29355907
[Au] Autor:Vaona A; Banzi R; Kwag KH; Rigon G; Cereda D; Pecoraro V; Tramacere I; Moja L
[Ad] Endereço:Primary Care, Azienda ULSS 20 - Verona, Ospedale di Marzana, Piazzale Ruggero Lambranzi 1, Verona, Italy, 37142.
[Ti] Título:E-learning for health professionals.
[So] Source:Cochrane Database Syst Rev;1:CD011736, 2018 Jan 21.
[Is] ISSN:1469-493X
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The use of e-learning, defined as any educational intervention mediated electronically via the Internet, has steadily increased among health professionals worldwide. Several studies have attempted to measure the effects of e-learning in medical practice, which has often been associated with large positive effects when compared to no intervention and with small positive effects when compared with traditional learning (without access to e-learning). However, results are not conclusive. OBJECTIVES: To assess the effects of e-learning programmes versus traditional learning in licensed health professionals for improving patient outcomes or health professionals' behaviours, skills and knowledge. SEARCH METHODS: We searched CENTRAL, MEDLINE, Embase, five other databases and three trial registers up to July 2016, without any restrictions based on language or status of publication. We examined the reference lists of the included studies and other relevant reviews. If necessary, we contacted the study authors to collect additional information on studies. SELECTION CRITERIA: Randomised trials assessing the effectiveness of e-learning versus traditional learning for health professionals. We excluded non-randomised trials and trials involving undergraduate health professionals. DATA COLLECTION AND ANALYSIS: Two authors independently selected studies, extracted data and assessed risk of bias. We graded the certainty of evidence for each outcome using the GRADE approach and standardised the outcome effects using relative risks (risk ratio (RR) or odds ratio (OR)) or standardised mean difference (SMD) when possible. MAIN RESULTS: We included 16 randomised trials involving 5679 licensed health professionals (4759 mixed health professionals, 587 nurses, 300 doctors and 33 childcare health consultants).When compared with traditional learning at 12-month follow-up, low-certainty evidence suggests that e-learning may make little or no difference for the following patient outcomes: the proportion of patients with low-density lipoprotein (LDL) cholesterol of less than 100 mg/dL (adjusted difference 4.0%, 95% confidence interval (CI) -0.3 to 7.9, N = 6399 patients, 1 study) and the proportion with glycated haemoglobin level of less than 8% (adjusted difference 4.6%, 95% CI -1.5 to 9.8, 3114 patients, 1 study). At 3- to 12-month follow-up, low-certainty evidence indicates that e-learning may make little or no difference on the following behaviours in health professionals: screening for dyslipidaemia (OR 0.90, 95% CI 0.77 to 1.06, 6027 patients, 2 studies) and treatment for dyslipidaemia (OR 1.15, 95% CI 0.89 to 1.48, 5491 patients, 2 studies). It is uncertain whether e-learning improves or reduces health professionals' skills (2912 health professionals; 6 studies; very low-certainty evidence), and it may make little or no difference in health professionals' knowledge (3236 participants; 11 studies; low-certainty evidence).Due to the paucity of studies and data, we were unable to explore differences in effects across different subgroups. Owing to poor reporting, we were unable to collect sufficient information to complete a meaningful 'Risk of bias' assessment for most of the quality criteria. We evaluated the risk of bias as unclear for most studies, but we classified the largest trial as being at low risk of bias. Missing data represented a potential source of bias in several studies. AUTHORS' CONCLUSIONS: When compared to traditional learning, e-learning may make little or no difference in patient outcomes or health professionals' behaviours, skills or knowledge. Even if e-learning could be more successful than traditional learning in particular medical education settings, general claims of it as inherently more effective than traditional learning may be misleading.
[Mh] Termos MeSH primário: Educação a Distância/métodos
Pessoal de Saúde/educação
Internet
[Mh] Termos MeSH secundário: Competência Clínica
Pessoal de Saúde/estatística & dados numéricos
Seres Humanos
Ensaios Clínicos Controlados Aleatórios como Assunto
[Pt] Tipo de publicação:JOURNAL ARTICLE; META-ANALYSIS; REVIEW
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180226
[Lr] Data última revisão:
180226
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180123
[St] Status:MEDLINE
[do] DOI:10.1002/14651858.CD011736.pub2


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[PMID]:29203467
[Au] Autor:McCartney M
[Ad] Endereço:Glasgow.
[Ti] Título:Margaret McCartney: If this was cancer there'd be an outcry-but it's mental health.
[So] Source:BMJ;359:j5407, 2017 12 04.
[Is] ISSN:1756-1833
[Cp] País de publicação:England
[La] Idioma:eng
[Mh] Termos MeSH primário: Educação a Distância/métodos
Saúde Mental/economia
[Mh] Termos MeSH secundário: Assistência à Saúde
Seres Humanos
Pacientes Internados/estatística & dados numéricos
Uso Excessivo de Produtos e Serviços de Saúde/prevenção & controle
Saúde Mental/educação
Reino Unido/epidemiologia
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180223
[Lr] Data última revisão:
180223
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171206
[St] Status:MEDLINE
[do] DOI:10.1136/bmj.j5407


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[PMID]:29195539
[Au] Autor:de Ruiter HP
[Ti] Título:Barriers to Teaching Social Determinants of Health: Nursing Study-Abroad Programs in a Digital Age.
[So] Source:Creat Nurs;22(4):254-258, 2016 Nov 01.
[Is] ISSN:1078-4535
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The social determinants of health are the conditions in which humans are born, grow up, live, work, and age (World Health Organization [WHO], 2012). In nursing programs, this content is typically taught in community health courses. Another strategy for teaching students how to understand the social determinants of health is study-abroad courses. Budding nurses can learn how to assess conditions that influence the health of a community. Conducting this assessment in a culture that differs from the student's own can help highlight what factors impact one's own health. For the past eight years, the author has been teaching the social and cultural determinants of health to nursing students by taking them on 3-week cultural immersion/community health studyabroad programs. Destinations have included Ghana, Austria, the Netherlands, and Thailand. This article presents observations on how the teaching of social determinants of health has changed during the period 2008-2016.
[Mh] Termos MeSH primário: Instrução por Computador
Assistência à Saúde Culturalmente Competente/métodos
Educação a Distância/métodos
Bacharelado em Enfermagem/métodos
Internet
Determinantes Sociais da Saúde
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Currículo
Feminino
Seres Humanos
Masculino
Pesquisa em Educação de Enfermagem
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171203
[St] Status:MEDLINE
[do] DOI:10.1891/1078-4535.22.4.254


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[PMID]:28468576
[Au] Autor:Blattner K; Nixon G; Gutenstein M; Davey E
[Ad] Endereço:a Rawene Hospital, Hokianga Health , Rawene , New Zealand.
[Ti] Título:A targeted rural postgraduate education programme - linking rural doctors across New Zealand and into the Pacific.
[So] Source:Educ Prim Care;28(6):346-350, 2017 Nov.
[Is] ISSN:1475-990X
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:This article describes the University of Otago Rural Postgraduate medical programme, established in 2002 to provide a targeted rural education option for medical practitioners working in rural and remote areas of New Zealand. With both faculty and participants dispersed throughout New Zealand and the Cook Islands embedded in day to day rural clinical practice, this programme uniquely reflects the national and international clinical networks it has been developed to support. It now provides the academic component of two vocational training programmes: the New Zealand Rural Hospital Medicine Training Programme and The Cook Islands General Practice Training Programme. We describe the journey the Rural Postgraduate programme has taken over the last decade: the opportunities, learnings and challenges. The programme is continuing to expand and is creating a growing community of rural and remote practitioners throughout New Zealand and the Pacific.
[Mh] Termos MeSH primário: Educação de Pós-Graduação em Medicina/organização & administração
Medicina Geral/educação
Serviços de Saúde Rural/organização & administração
[Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde
Simulação por Computador
Comportamento Cooperativo
Educação a Distância/métodos
Seres Humanos
Nova Zelândia
Ilhas do Pacífico
Ensino/organização & administração
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180205
[Lr] Data última revisão:
180205
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.1080/14739879.2017.1319253


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[PMID]:28448326
[Au] Autor:Khalil H; Schliephake K
[Ad] Endereço:1Monash University, Faculty of Medicine, Nursing and Health Sciences, Monash Rural Health, Clayton 2Monash University, Faculty of Medicine, Nursing and Health Sciences, Clayton, Victoria, Australia.
[Ti] Título:Design of an online medication safety module for clinicians.
[So] Source:Int J Evid Based Healthc;15(2):63-68, 2017 Jun.
[Is] ISSN:1744-1609
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: In Australia, there are very few online courses addressing medication safety issues. Educating clinicians about medication safety is paramount given the increased responsibility of clinicians in advanced practice roles including nurses at several key points throughout the medication process that encompass prescribing, dispensing, administering and monitoring medications. METHOD: The model used for the course design is based on adult teaching principles. The modules incorporate several knowledge-based presentations along with interactive activities. An integrative pedagogical approach is used in designing the modules in the online course. RESULTS: The online education modules target clinicians who work in the community setting. Although the modules are intended to reinforce the principles of medication safety principles identified in the literature, there is a focus on professional responsibility and understanding the laws governing medication disposals and handling. The course used an integrative approach suitable for pharmacy programs. CONCLUSION: The design and development of a medication safety online course was described by using the Australian Commission on Safety and Quality in Health Care and the 2011 Curriculum developed by the Royal Australian College of General Practitioners frameworks. The course has gained accreditation by the Australian Royal College of General Practice as part of its continuing education development programs.
[Mh] Termos MeSH primário: Educação a Distância
Erros de Medicação/enfermagem
Erros de Medicação/prevenção & controle
[Mh] Termos MeSH secundário: Austrália
Educação Continuada/métodos
Seres Humanos
Segurança do Paciente
Farmacologia Clínica/educação
Medicamentos sob Prescrição
Eliminação de Resíduos/métodos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Prescription Drugs)
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171215
[Lr] Data última revisão:
171215
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170428
[St] Status:MEDLINE
[do] DOI:10.1097/XEB.0000000000000103


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[PMID]:28746522
[Au] Autor:Godoy I; Lundgren FLC
[Ad] Endereço:. Disciplina de Pneumologia, Departamento de Clínica Médica, Faculdade de Medicina de Botucatu, Universidade Estadual Paulista, Botucatu (SP) Brasil.
[Ti] Título:BTA distance learning course in pulmonology.
[So] Source:J Bras Pneumol;43(3):157-158, 2017 May-Jun.
[Is] ISSN:1806-3756
[Cp] País de publicação:Brazil
[La] Idioma:eng; por
[Mh] Termos MeSH primário: Educação a Distância/normas
Pneumologia/educação
Sociedades Médicas
[Mh] Termos MeSH secundário: Brasil
Seres Humanos
[Pt] Tipo de publicação:EDITORIAL
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171211
[Lr] Data última revisão:
171211
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170727
[St] Status:MEDLINE


  10 / 3185 MEDLINE  
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[PMID]:28992759
[Au] Autor:Ebn Ahmady A; Barker M; Dragonetti R; Fahim M; Selby P
[Ad] Endereço:1 Centre for Addiction and Mental Health, Toronto, ON, Canada.
[Ti] Título:A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment.
[So] Source:Inquiry;54:46958017732967, 2017 Jan 01.
[Is] ISSN:1945-7243
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action.
[Mh] Termos MeSH primário: Educação Continuada/métodos
Educação a Distância/métodos
Pessoal de Saúde/educação
Internet
Tabagismo/terapia
[Mh] Termos MeSH secundário: Comportamento Cooperativo
Feminino
Seres Humanos
Relações Interprofissionais
Masculino
Pesquisa Qualitativa
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171023
[Lr] Data última revisão:
171023
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171011
[St] Status:MEDLINE
[do] DOI:10.1177/0046958017732967



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