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other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. 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PhD Thesis. 2004, Karolinska Institutet, Department of Public Health Sciences",{},{"id":26,"text":1216,"url":26,"identifiers":1217},"Caplan RP: Stress, anxiety and depression in hospital consultants, general practitioners and senior health service managers. BMJ. 1994, 309: 1261.",{"doi":1218},"10.1136\u002Fbmj.309.6964.1261",{"id":26,"text":1220,"url":26,"identifiers":1221},"Grassi L, Magnani K: Psychiatric morbidity and burnout in the medical profession: an Italian study of general practitioners and hospital physicians. Psychother Psychosom. 2000, 69: 329-34. 10.1159\u002F000012416.",{"doi":1222},"10.1159\u002F000012416",{"id":26,"text":1224,"url":26,"identifiers":1225},"Rosal MC, Ockene IS, Ockene JK, Barrett SV, Ma Y, Hebert JR: A longitudinal study of students' depression at one medical school. Acad Med. 1997, 72: 542-6. 10.1097\u002F00001888-199706000-00022.",{"doi":1226},"10.1097\u002F00001888-199706000-00022",{"id":26,"text":1228,"url":26,"identifiers":1229},"Enns MW, Cox BJ, Sareen J, Freeman P: Adaptive and maladaptive perfectionism in medical students: a longitudinal investigation. Med Educ. 2001, 35: 1034-42. 10.1046\u002Fj.1365-2923.2001.01044.x.",{"doi":1230},"10.1046\u002Fj.1365-2923.2001.01044.x",{"id":26,"text":1232,"url":26,"identifiers":1233},"McManus IC, Keeling A, Paice E: Stress, burnout and doctors' attitudes to work are determined by personality and learning style: a twelve year longitudinal study of UK medical graduates. BMC Medicine. 2004, 2: 29-10.1186\u002F1741-7015-2-29.",{"doi":1234},"10.1186\u002F1741-7015-2-29",{"id":26,"text":1236,"url":26,"identifiers":1237},"Shaufeli W, Enzmann D: The burnout companion to study and practice – a critical analysis. 1998, London: Taylor and Francis",{},{"id":26,"text":1239,"url":26,"identifiers":1240},"Hallsten L JM, Torgén M: Performance-based self-esteem. A driving force in burnout processes and its assessment. 2005, Stockholm: National Institute for Working Life",{},{"id":26,"text":1242,"url":26,"identifiers":1243},"Dahlin M, Joneborg N, Runeson B: Performance-based self-esteem and burnout in a cross-sectional study of medical students. Med Teach.",{},{"id":26,"text":1245,"url":26,"identifiers":1246},"Gude T, Hjortdahl P, Anvik T, Baerheim A, Fasmer OB, Grimstad H, Tyssen R, Ekeberg O, Vaglum P: Does change from a traditional to a new medical curriculum reduce negative attitudes among students? A quasi-experimental study. Med Teach. 2005, 27: 737-9. 10.1080\u002F01421590500271498.",{"doi":1247},"10.1080\u002F01421590500271498",{"id":26,"text":1249,"url":26,"identifiers":1250},"Helmers KF, Danoff D, Steinert Y, Leyton M, Young SN: Stress and depressed mood in medical students, law students, and graduate students at McGill University. Acad Med. 1997, 72: 708-14. 10.1097\u002F00001888-199708000-00018.",{"doi":1251},"10.1097\u002F00001888-199708000-00018",{"id":26,"text":1253,"url":26,"identifiers":1254},"Gustavsson JP, Jonsson EG, Linder J, Weinryb RM: The HP5 inventory: definition and assessment of five health-relevant personality traits from a five-factor model perspective. Personality and Individual Differences. 2003, 35: 69-89. 10.1016\u002FS0191-8869(02)00142-3.",{"doi":1255},"10.1016\u002FS0191-8869(02)00142-3",{"id":26,"text":1257,"url":26,"identifiers":1258},"Dahlin M, Joneborg N, Runeson B: Stress and depression among medical students: a cross-sectional study. Med Educ. 2005, 39: 594-604. 10.1111\u002Fj.1365-2929.2005.02176.x.",{"doi":1259},"10.1111\u002Fj.1365-2929.2005.02176.x",{"id":26,"text":1261,"url":26,"identifiers":1262},"Demerouti E, Bakker AB, Nachreiner F, Schaufeli WB: The job demands-resources model of burnout. J Appl Psychol. 2001, 86: 499-512. 10.1037\u002F0021-9010.86.3.499.",{"doi":1263},"10.1037\u002F0021-9010.86.3.499",{"id":26,"text":1265,"url":26,"identifiers":1266},"Bech P, Rasmussen NA, Olsen LR, Noerholm V, Abildgaard W: The sensitivity and specificity of the Major Depression Inventory, using the Present State Examination as the index of diagnostic validity. J Affect Disord. 2001, 66: 159-64. 10.1016\u002FS0165-0327(00)00309-8.",{"doi":1267},"10.1016\u002FS0165-0327(00)00309-8",{"id":26,"text":1269,"url":26,"identifiers":1270},"Sheehan DV, Lecrubier Y, Sheehan KH, Amorim P, Janavs J, Weiller E, Hergueta T, Baker R, Dunbar GC: The Mini-International Neuropsychiatric Interview (M.I.N.I.): the development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10. J Clin Psychiatry. 1998, 22-33. Suppl 20",{"doi":1271},"10.1037\u002Ft18597-000",{"id":26,"text":1273,"url":26,"identifiers":1274},"Richman JA, Flaherty JA: Gender differences in medical student distress: contributions of prior socialization and current role-related stress. Soc Sci Med. 1990, 30: 777-87. 10.1016\u002F0277-9536(90)90201-3.",{"doi":1275},"10.1016\u002F0277-9536(90)90201-3",{"id":26,"text":1277,"url":26,"identifiers":1278},"Sargent MC, Sotile W, Sotile MO, Rubash H, Barrack RL: Stress and coping among orthopaedic surgery residents and faculty. J Bone Joint Surg Am. 2004, 86-A: 1579-86.",{"doi":1279},"10.2106\u002F00004623-200407000-00032",{"id":26,"text":1281,"url":26,"identifiers":1282},"Ross S, Cleland J, Macleod MJ: Stress, debt and undergraduate medical student performance. Med Educ. 2006, 40: 584-589. 10.1111\u002Fj.1365-2929.2006.02448.x.",{"doi":1283},"10.1111\u002Fj.1365-2929.2006.02448.x",{"id":26,"text":1285,"url":26,"identifiers":1286},"Amorim P, Lecrubier Y, Weiller E, Hergueta T, Sheehan D: DSM-IH-R Psychotic Disorders: procedural validity of the Mini International Neuropsychiatric Interview (MINI). Concordance and causes for discordance with the CIDI. Eur Psychiatry. 1998, 13: 26-34. 10.1016\u002FS0924-9338(97)86748-X.",{"doi":1287},"10.1016\u002FS0924-9338(97)86748-X",{"id":26,"text":1289,"url":26,"identifiers":1290},"Facundes VLD, Ludermir AB: Common mental disorders among health care students. Rev Bras Psiquiatr. 2005, 27: 194-200. 10.1590\u002FS1516-44462005000300007.",{"doi":1291},"10.1590\u002FS1516-44462005000300007",{"id":26,"text":1293,"url":26,"identifiers":1294},"Firth-Cozens J: Emotional distress in junior house officers. Br Med J (Clin Res Ed). 1987, 295: 533-6.",{"doi":1295},"10.1136\u002Fbmj.295.6597.533",{"id":1297,"createTime":1298,"updateTime":1299,"relativeEntities":1300,"slug":1301,"properties":1302,"entityType":851,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":1321,"translateLanguages":1322,"viewCount":36,"primaryUrl":1323,"fullTextUrl":26,"authors":1324,"publicationType":920,"publisherRelationship":1466,"citationCount":1505,"citationInfo":1506,"publishDate":1509,"publishYear":1510,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":1511,"isForceReanalyzing":1042},"6fb9ac38-57e4-482f-babe-a241a17c3413","2024-04-17T20:10:42.853+00:00","2025-01-16T12:43:38.837+00:00",[],"Student-perspective-of-classroom-and-distance-learning-during-COVID-19-pandemic-in-the-undergraduate-dental-study-program-Universitas-Indonesia",{"mag":1303,"keywords":1305,"pmc":1307,"openalex":1309,"abstract":1311,"title":1314,"pm":1317,"doi":1319},{"VOID":1304},"3095432542",{"VI":1306},"COVID-19, học từ xa, học trên lớp, quan điểm sinh viên, nha khoa, giáo dục đại học",{"VOID":1308},"7594975",{"VOID":1310},"W3095432542",{"EN":1312,"VI":1313},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\n\u003Cjats:sec>\n\u003Cjats:title>Background\u003C\u002Fjats:title>\n\u003Cjats:p>The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019\u002F2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia.\u003C\u002Fjats:p>\n\u003C\u002Fjats:sec>\n\u003Cjats:sec>\n\u003Cjats:title>Methods\u003C\u002Fjats:title>\n\u003Cjats:p>An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study.\u003C\u002Fjats:p>\n\u003C\u002Fjats:sec>\n\u003Cjats:sec>\n\u003Cjats:title>Results\u003C\u002Fjats:title>\n\u003Cjats:p>Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors (\u003Cjats:italic>p\u003C\u002Fjats:italic> < 0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time.\u003C\u002Fjats:p>\n\u003C\u002Fjats:sec>\n\u003Cjats:sec>\n\u003Cjats:title>Conclusion\u003C\u002Fjats:title>\n\u003Cjats:p>Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.\u003C\u002Fjats:p>\n\u003C\u002Fjats:sec>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\n\u003Cjats:sec>\n\u003Cjats:title>Đặt vấn đề\u003C\u002Fjats:title>\n\u003Cjats:p>Đại dịch COVID-19 đã trở thành một vấn đề sức khỏe toàn cầu và có tác động lớn đến giáo dục. Do đó, vào giữa học kỳ thứ hai của năm học 2019\u002F2020, các phương pháp học tập đã được chuyển sang hình thức học từ xa (DL). Chúng tôi nhằm mục đích đánh giá quan điểm của sinh viên về DL so với học trên lớp (CL) trong chương trình học nha sĩ đại học tại Khoa Nha khoa, Universitas Indonesia.\u003C\u002Fjats:p>\n\u003C\u002Fjats:sec>\n\u003Cjats:sec>\n\u003Cjats:title>Phương pháp\u003C\u002Fjats:title>\n\u003Cjats:p>Một bảng hỏi trực tuyến đã được gửi vào cuối học kỳ. Tổng cộng có 301 sinh viên tham gia nghiên cứu.\u003C\u002Fjats:p>\n\u003C\u002Fjats:sec>\n\u003Cjats:sec>\n\u003Cjats:title>Kết quả\u003C\u002Fjats:title>\n\u003Cjats:p>Thời gian học có ảnh hưởng đến sở thích của sinh viên. Có nhiều sinh viên năm thứ nhất thích DL hơn so với các sinh viên khóa trên (\u003Cjats:italic>p\u003C\u002Fjats:italic> < 0.001). Sinh viên ưa thích CL để thảo luận nhóm, vì DL dẫn đến giao tiếp khó khăn hơn và mang lại ít sự hài lòng trong học tập hơn. Chỉ có 44,2% sinh viên thích DL hơn CL, mặc dù họ đồng ý rằng DL cung cấp một phương pháp học tập hiệu quả hơn (52,6%), nó mang lại nhiều thời gian hơn cho việc học (87,9%) và ôn tập tài liệu học (87,3%). Những thách thức trong quá trình DL bao gồm các yếu tố bên ngoài như kết nối internet không ổn định, gánh nặng tài chính thêm cho hạn mức internet và các yếu tố bên trong như quản lý thời gian và khó khăn trong việc tập trung khi học trực tuyến trong thời gian dài.",{"EN":1315,"VI":1316},"Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia","Quan điểm của sinh viên về việc học trên lớp và học từ xa trong thời kỳ đại dịch COVID-19 tại chương trình học nha khoa đại học Universitas Indonesia",{"VOID":1318},"33121488",{"VOID":1320},"10.1186\u002Fs12909-020-02312-0",[102],[101],"https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002Fs12909-020-02312-0",[1325,1345,1362,1384,1406,1426,1446],{"id":1326,"sortIndex":36,"researcher":26,"roles":1327,"affiliations":1328,"properties":1338},"220683ed-6ce1-494a-ac2a-67fb11eaf575",[],[1329],{"id":1330,"sortIndex":36,"affiliation":1331,"properties":26},"fbd4e73a-54d7-416f-bb7f-5e3a7bc68137",{"id":1332,"createTime":1333,"updateTime":1333,"relativeEntities":1334,"slug":26,"properties":1335,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"e9554823-c531-4834-8fae-61e8caff867a","2023-12-07T00:50:51.526+00:00",[],{"title":1336},{"VI":1337},"Dental Education Unit, Faculty of Dentistry, Universitas Indonesia, Jakarta, 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Sulijaya",{"id":1447,"sortIndex":114,"researcher":26,"roles":1448,"affiliations":1449,"properties":1459},"0f714802-f3b1-493d-bc13-1242595c1346",[],[1450],{"id":1451,"sortIndex":36,"affiliation":1452,"properties":26},"63d6ed85-e6bf-4155-b2dd-dcaeb9fd5e09",{"id":1453,"createTime":1454,"updateTime":1454,"relativeEntities":1455,"slug":26,"properties":1456,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"253a5f6f-d0a6-4b2b-83a9-9e3e01833a5d","2023-12-27T04:22:07.243+00:00",[],{"title":1457},{"VI":1458},"Department of Preventive and Public Health Dentistry, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia",{"openalex":1460,"orcid":1462,"title":1464},{"VOID":1461},"A5078181281",{"VOID":1463},"https:\u002F\u002Forcid.org\u002F0000-0001-6713-786X",{"EN":1465},"Diah Ayu 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Health Organization 2020.\nhttps:\u002F\u002Fwww.who.int\u002Fdg\u002Fspeeches\u002Fdetail\u002Fwho-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19%2D%2D-11-march-2020\n\n.",{},{"id":26,"text":1516,"url":26,"identifiers":1517},"Quinn B, Field J, Gorter R, et al. COVID-19: The immediate response of european academic dental institutions and future implications for dental education. Eur J Dent Educ. 2020;00:1–4. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Feje.12542\n\n.",{"doi":1518},"10.1111\u002Feje.12542",{"id":26,"text":1520,"url":26,"identifiers":1521},"Bennardo F, Buffone C, Fortunato L, Giudice A. COVID-19 is a challenge for dental education—A commentary. Eur J Dent Educ. 2020;00:1–3. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Feje.12555\n\n.",{"doi":1522},"10.1111\u002Feje.12555",{"id":26,"text":1524,"url":26,"identifiers":1525},"Moazami F, Bahrampour E, Azar MR, Jahedi F, Moattari M. Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study. BMC Med Educ. 2014;14:45. \nhttps:\u002F\u002Fdoi.org\u002F10.1186\u002F1472-6920-14-45\n\n.",{"doi":1526},"10.1186\u002F1472-6920-14-45",{"id":26,"text":1528,"url":26,"identifiers":1529},"Soltanimehr E, Bahrampour E, Imani MM, et al. Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. BMC Med Educ. 2019;19:233. \nhttps:\u002F\u002Fdoi.org\u002F10.1186\u002Fs12909-019-1649-0\n\n.",{"doi":1530},"10.1186\u002Fs12909-019-1649-0",{"id":26,"text":1532,"url":26,"identifiers":1533},"Varthis S, Anderson OR. Students’ perceptions of a blended learning experience in dental education. Eur J Dent Educ. 2016:1–7. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Feje.12253\n\n.",{"doi":1534},"10.1111\u002Feje.12253",{"id":26,"text":1536,"url":26,"identifiers":1537},"Donkin R, Askew E, Stevenson H. Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students. BMC Med Educ. 2019;19:310. \nhttps:\u002F\u002Fdoi.org\u002F10.1186\u002Fs12909-019-1745-1\n\n.",{"doi":1538},"10.1186\u002Fs12909-019-1745-1",{"id":26,"text":1540,"url":26,"identifiers":1541},"Sáiz-Manzanares MC, Escolar-Llamazares M-C, Arnaiz González Á. Effectiveness of Blended Learning in Nursing Education. Int J Environ Res Public Health. 2020;17:1589. \nhttps:\u002F\u002Fdoi.org\u002F10.3390\u002Fijerph17051589\n\n.",{"doi":1542},"10.3390\u002Fijerph17051589",{"id":26,"text":1544,"url":26,"identifiers":1545},"Zogas S, Kolokathi A, Birbas K, Chondrocoukis G, Mantas J. The e-Learning Effectiveness Versus Traditional Learning on a Health Informatics Laboratory Course. Stud Health Technol Inform. 2016;226:109–12. \nhttps:\u002F\u002Fdoi.org\u002F10.3233\u002F978-1-61499-664-4-109\n\n.",{"doi":1546},"10.3233\u002F978-1-61499-664-4-109",{"id":26,"text":1548,"url":26,"identifiers":1549},"Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online. 2019;24:1. \nhttps:\u002F\u002Fdoi.org\u002F10.1080\u002F10872981.2019.1666538\n\n.",{"doi":1550},"10.1080\u002F10872981.2019.1666538",{"id":26,"text":1552,"url":26,"identifiers":1553},"Schlenz MA, Michel K, Wegner K, et al. Undergraduate dental students’ perspective on the implementation of digital dentistry in the preclinical curriculum: a questionnaire survey. BMC Oral Health. 2020;20:78. \nhttps:\u002F\u002Fdoi.org\u002F10.1186\u002Fs12903-020-01071-0\n\n.",{"doi":1554},"10.1186\u002Fs12903-020-01071-0",{"id":26,"text":1556,"url":26,"identifiers":1557},"Wang R, Liu C. The relation of dental students’ learning styles to their satisfaction with traditional and inverted classroom models. BMC Med Educ. 2019;19:315. \nhttps:\u002F\u002Fdoi.org\u002F10.1186\u002Fs12909-019-1749-x\n\n.",{"doi":1558},"10.1186\u002Fs12909-019-1749-x",{"id":26,"text":1560,"url":26,"identifiers":1561},"Kavadella A, Tsiklakis K, Vougiouklakis G, Lionarakis A. Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students. Eur J Dent Educ. 2012;16(1):e88–95. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1600-0579.2011.00680.x\n\n.",{"doi":1562},"10.1111\u002Fj.1600-0579.2011.00680.x",{"id":26,"text":1564,"url":26,"identifiers":1565},"Jeganathan S, Fleming PS. Blended learning as an adjunct to tutor-led seminars in undergraduate orthodontics: a randomised controlled trial. Br Dent J. 2020;228(5):371–5. \nhttps:\u002F\u002Fdoi.org\u002F10.1038\u002Fs41415-020-1332-1\n\n.",{"doi":1566},"10.1038\u002Fs41415-020-1332-1",{"id":26,"text":1568,"url":26,"identifiers":1569},"Lo H-C. Utilizing computer-mediated communication tools for problem-based learning. Educ Tech Soc. 2009;12(1):205–13.",{},{"id":26,"text":1571,"url":26,"identifiers":1572},"Bridges SM, Botelho MG, Tsang PCS. PBL 2.0: Blended Learning for an interactive problem-based pedagogy. Med Educ. 2010;44:1131. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1365-2923.2010.03830.x\n\n.",{"doi":1573},"10.1111\u002Fj.1365-2923.2010.03830.x",{"id":26,"text":1575,"url":26,"identifiers":1576},"Siritongthaworn S, Krairit D, Dimmitt NJ, et al. The study of e-learning technology implementation: A preliminary investigation of universities in Thailand. Educ Inf Technol. 2006;11:137–60. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11134-006-7363-8\n\n.",{"doi":1577},"10.1007\u002Fs11134-006-7363-8",{"id":26,"text":1579,"url":26,"identifiers":1580},"Teo T, Luan WS, Thammetar T, Chattiwat W. Assessing e-learning acceptance by university students in Thailand. Australas J Educ Technol. 2011;27(8). \nhttps:\u002F\u002Fdoi.org\u002F10.14742\u002Fajet.898\n\n.",{"doi":1581},"10.14742\u002Fajet.898",{"id":26,"text":1583,"url":26,"identifiers":1584},"Bolliger D, Erichsen E. Student satisfaction with blended and online courses based on personality type. Can J Learn Tech. 2013;39:1 \nhttps:\u002F\u002Fwww.learntechlib.org\u002Fp\u002F178006\u002F\n\n.",{},{"id":26,"text":1586,"url":26,"identifiers":1587},"Ngampornchai A, Adams J. Students’ acceptance and readiness for E-learning in Northeastern Thailand. Int J Educ Technol High Educ. 2016;13:34. \nhttps:\u002F\u002Fdoi.org\u002F10.1186\u002Fs41239-016-0034-x\n\n.",{"doi":1588},"10.1186\u002Fs41239-016-0034-x",{"id":26,"text":1590,"url":26,"identifiers":1591},"Keskin S, Yurdugül H. Factors affecting students’ preferences for online and blended learning: motivational Vs. cognitive. Eur J Open Distance E-Learn. 2020;22(2):72–86. \nhttps:\u002F\u002Fdoi.org\u002F10.2478\u002Feurodl-2019-0011\n\n.",{"doi":1592},"10.2478\u002Feurodl-2019-0011",{"id":26,"text":1594,"url":26,"identifiers":1595},"Salangi ZA, Shahrani FA, Pendhani SM. Factors affecting successful implementation of e-Learning: study of college and institutes sector RCJ Saudi Arabia. IJET. 2018;13:6. \nhttps:\u002F\u002Fdoi.org\u002F10.3991\u002Fijet.v13i06.8537\n\n.",{"doi":1596},"10.3991\u002Fijet.v13i06.8537",{"id":26,"text":1598,"url":26,"identifiers":1599},"Sangedhi M. A shift from classroom to distance learning: advantages and limitations. Int J Res Eng Educ. 2019;4:1. \nhttps:\u002F\u002Fdoi.org\u002F10.29252\u002Fijree.4.1.80\n\n.",{"doi":1600},"10.29252\u002Fijree.4.1.80",{"id":26,"text":1602,"url":26,"identifiers":1603},"Cao W, Fang Z, Hou G, Han M, Xu X, Dong J, et al. The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Res. 2020;287:112934. \nhttps:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.psychres.2020.112934\n\n.",{"doi":1604},"10.1016\u002Fj.psychres.2020.112934",{"id":26,"text":1606,"url":26,"identifiers":1607},"Cheung KL, Ten Klooster PM, Smit C, de Vries H, Pieterse ME. The impact of non-response bias due to sampling in public health studies: a comparison of voluntary versus mandatory recruitment in a Dutch national survey on adolescent health. BMC Public Health. 2017;17(1):276. \nhttps:\u002F\u002Fdoi.org\u002F10.1186\u002Fs12889-017-4189-8\n\n PMID: 28330465; PMCID: PMC5363011.",{"doi":1608},"10.1186\u002Fs12889-017-4189-8",{"id":26,"text":1610,"url":26,"identifiers":1611},"Persky AM, Lee E, Schlesselman LS, et al. Am J Pharm Educ. 2020:ajpe7782. \nhttps:\u002F\u002Fdoi.org\u002F10.5688\u002Fajpe7782\n\n.",{"doi":1612},"10.5688\u002Fajpe7782",{"id":26,"text":1614,"url":26,"identifiers":1615},"Vereijken MWC, van der Rijst RM, van Driel JH, et al. Student learning outcomes, perceptions and beliefs in the context of strengthening research integration into the first year of medical school. Adv Health Sci Educ. 2018;23:371–85. \nhttps:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10459-017-9803-0\n\n.",{"doi":1616},"10.1007\u002Fs10459-017-9803-0",{"id":26,"text":1618,"url":26,"identifiers":1619},"Shaw TJ, Yang S, Nash TR, Pigg RM, Grim JM. Knowing is half the battle: assessments of both student perception and performance are necessary to successfully evaluate curricular transformation. PLoS ONE. 2019;14(1):e0210030. \nhttps:\u002F\u002Fdoi.org\u002F10.1371\u002Fjournal.pone.0210030\n\n.",{"doi":1620},"10.1371\u002Fjournal.pone.0210030",{"id":26,"text":1622,"url":26,"identifiers":1623},"Giudice A, Antonelli A, Bennardo F. To test or not to test? An opportunity to restart dentistry sustainably in the ‘COVID-19 era’. Int Endod J. 2020;53(7):1020–1. \nhttps:\u002F\u002Fdoi.org\u002F10.1111\u002Fiej.13324\n\n PMID: 32374899; PMCID: PMC7267553.",{"doi":1624},"10.1111\u002Fiej.13324",{"id":1626,"createTime":1627,"updateTime":1628,"relativeEntities":1629,"slug":1630,"properties":1631,"entityType":851,"verifyStatus":25,"verifyTime":1628,"verifyNote":852,"syncStatus":28,"languages":1646,"translateLanguages":26,"viewCount":36,"primaryUrl":1647,"fullTextUrl":26,"authors":1648,"publicationType":920,"publisherRelationship":1705,"citationCount":1740,"citationInfo":1741,"publishDate":1743,"publishYear":1744,"citationAnalyzeStatus":1139,"lastCitationAnalyze":1745,"indexDatabases":26,"openAccess":26,"references":1746,"isForceReanalyzing":1042},"76f55861-3dd4-479c-838a-e0e0571c8e3c","2024-04-14T15:12:16.568+00:00","2024-12-06T04:45:02.334+00:00",[],"Learning-styles-and-approaches-to-learning-among-medical-undergraduates-and-postgraduates",{"mag":1632,"keywords":1634,"pmc":1635,"openalex":1637,"abstract":1639,"title":1640,"pm":1642,"doi":1644},{"VOID":1633},"2069822488",{},{"VOID":1636},"3620557",{"VOID":1638},"W2069822488",{},{"EN":1641},"Learning 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University of Colombo, Colombo, Sri Lanka",{"openalex":1664,"orcid":1666,"title":1668},{"VOID":1665},"A5033997166",{"VOID":1667},"https:\u002F\u002Forcid.org\u002F0000-0003-2189-9177",{"EN":1669},"Chaturaka Rodrigo",{"id":1671,"sortIndex":115,"researcher":26,"roles":1672,"affiliations":1673,"properties":1679},"e454d3c6-e476-49e0-8a8c-b2f760c332ba",[],[1674],{"id":26,"sortIndex":36,"affiliation":1675,"properties":26},{"id":1655,"createTime":1656,"updateTime":1657,"relativeEntities":1676,"slug":1659,"properties":1677,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":1678},{"VI":1662},{"openalex":1680,"orcid":1682,"title":1684},{"VOID":1681},"A5033841837",{"VOID":1683},"https:\u002F\u002Forcid.org\u002F0000-0003-4874-305X",{"EN":1685},"Tharanga Fernando",{"id":1687,"sortIndex":36,"researcher":26,"roles":1688,"affiliations":1689,"properties":1698},"cc714f9d-4dff-4114-8456-a0567bb2f571",[],[1690],{"id":26,"sortIndex":36,"affiliation":1691,"properties":26},{"id":1692,"createTime":1693,"updateTime":1693,"relativeEntities":1694,"slug":26,"properties":1695,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"5e23cae9-fd42-41b0-821d-6011662cdb16","2023-12-13T03:41:03.601+00:00",[],{"title":1696},{"VI":1697},"National Hospital, Colombo, Sri Lanka",{"openalex":1699,"orcid":1701,"title":1703},{"VOID":1700},"A5083429088",{"VOID":1702},"https:\u002F\u002Forcid.org\u002F0000-0002-6470-3536",{"EN":1704},"Lasitha 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GC, Khoo HE, Wong ML, Koh D: The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ. 2008, 178 (1): 34-41. 10.1503\u002Fcmaj.070565.",{"doi":1750},"10.1503\u002Fcmaj.070565",{"id":26,"text":1752,"url":26,"identifiers":1753},"Newble DI, Entwistle NJ: Learning styles and approaches: implications for medical education. Med Educ. 1986, 20 (3): 162-175. 10.1111\u002Fj.1365-2923.1986.tb01163.x.",{"doi":1754},"10.1111\u002Fj.1365-2923.1986.tb01163.x",{"id":26,"text":1756,"url":26,"identifiers":1757},"Lubawy WC: Evaluating teaching using the best practices model. Am J Pharm Educ. 2003, 67 (3): 87-10.5688\u002Faj670387.",{"doi":1758},"10.5688\u002Faj670387",{"id":26,"text":1760,"url":26,"identifiers":1761},"Dunn R, Giannitti MC, Murray JB, Rossi I, Geisert G, Quinn P: Grouping students for instruction: effects of learning style on achievement and attitudes. J Soc Psychol. 1990, 130 (4): 485-494. 10.1080\u002F00224545.1990.9924610.",{"doi":1762},"10.1080\u002F00224545.1990.9924610",{"id":26,"text":1764,"url":26,"identifiers":1765},"Peers IS, Johnston M: Influence of learning context on the relationship between A-level attainment and final degree performance: a meta-analytic review. Br J Educ Psychol. 1994, 64: 1-17. 10.1111\u002Fj.2044-8279.1994.tb01081.x.",{"doi":1766},"10.1111\u002Fj.2044-8279.1994.tb01081.x",{"id":26,"text":1768,"url":26,"identifiers":1769},"Tait H, Entwistle NJ, McCune V: ASSIST: a reconceptualisation of the Approaches to Studying Inventory. Improving Student Learning. Edited by: Rust C. 1998, Oxford: Oxford Centre for Staff and Learning Development, 262-271.",{},{"id":26,"text":1771,"url":26,"identifiers":1772},"Marton F, Saljo R: On qualitative differences in learning: I- outcome and process. Br J Educ Psychol. 1976, 46 (1): 4-11. 10.1111\u002Fj.2044-8279.1976.tb02980.x.",{"doi":1773},"10.1111\u002Fj.2044-8279.1976.tb02980.x",{"id":26,"text":1775,"url":26,"identifiers":1776},"Leite WL, Svinicki M, Shi Y: Attempted Validation of the Scores of the VARK: Learning Styles Inventory With Multitrait–Multimethod Confirmatory Factor Analysis Models. Ed & Psych Measure. 2010, 70: 323-339. 10.1177\u002F0013164409344507.",{"doi":1777},"10.1177\u002F0013164409344507",{"id":26,"text":1779,"url":26,"identifiers":1780},"Kleijn WC, van der Ploeg HM, Topman RM: Cognition, study habits, test anxiety, and academic performance. Psychol Rep. 1994, 75 (3 Pt 1): 1219-1226.",{"doi":1781},"10.2466\u002Fpr0.1994.75.3.1219",{"id":26,"text":1783,"url":26,"identifiers":1784},"Lujan HL, DiCarlo SE: First-year medical students prefer multiple learning styles. Adv Physiol Educ. 2006, 30 (1): 13-16. 10.1152\u002Fadvan.00045.2005.",{"doi":1785},"10.1152\u002Fadvan.00045.2005",{"id":26,"text":1787,"url":26,"identifiers":1788},"Baykan Z, Nacar M: Learning styles of first-year medical students attending Erciyes University in Kayseri Turkey. Adv Physiol Educ. 2007, 31 (2): 158-160. 10.1152\u002Fadvan.00043.2006.",{"doi":1789},"10.1152\u002Fadvan.00043.2006",{"id":26,"text":1791,"url":26,"identifiers":1792},"D’Amore A, James S, Mitchell EK: Learning styles of first-year undergraduate nursing and midwifery students: A cross-sectional survey utilising the Kolb Learning Style Inventory. Nurse Educ Today. 2012, 32 (5): 506-515. 10.1016\u002Fj.nedt.2011.08.001.",{"doi":1793},"10.1016\u002Fj.nedt.2011.08.001",{"id":26,"text":1795,"url":26,"identifiers":1796},"Alkhasawneh IM, Mrayyan MT, Docherty C, Alashram S, Yousef HY: Problem-based learning (PBL): assessing students’ learning preferences using VARK. Nurse Educ Today. 2008, 28 (5): 572-579. 10.1016\u002Fj.nedt.2007.09.012.",{"doi":1797},"10.1016\u002Fj.nedt.2007.09.012",{"id":26,"text":1799,"url":26,"identifiers":1800},"Stiernborg M, Bandaranayake RC: Medical students’ approaches to studying. Med Teach. 1996, 18 (3): 229-236. 10.3109\u002F01421599609034166.",{"doi":1801},"10.3109\u002F01421599609034166",{"id":26,"text":1803,"url":26,"identifiers":1804},"Emilia O, Mulholland H: Approaches to learning of students in an Indonesian medical school. Med Educ. 1991, 25 (6): 462-470. 10.1111\u002Fj.1365-2923.1991.tb00098.x.",{"doi":1805},"10.1111\u002Fj.1365-2923.1991.tb00098.x",{"id":26,"text":1807,"url":26,"identifiers":1808},"Wickramasinghe DP, Samarasekera DN: Factors influencing the approaches to studying of preclinical and clinical students and postgraduate trainees. BMC Med Educ. 2011, 11: 22-10.1186\u002F1472-6920-11-22.",{"doi":1809},"10.1186\u002F1472-6920-11-22",{"id":26,"text":1811,"url":26,"identifiers":1812},"Aaron S, Skakun E: Correlation of students’ characteristics with their learning styles as they begin medical school. Acad Med. 1999, 74 (3): 260-262. 10.1097\u002F00001888-199903000-00016.",{"doi":1813},"10.1097\u002F00001888-199903000-00016",{"id":26,"text":1815,"url":26,"identifiers":1816},"Naqvi Z, Ahmed R: Learning approaches and academic performance of undergraduate medical students in Pakistan. J Pak Med Assoc. 2000, 50 (1): 20-25.",{},{"id":26,"text":1818,"url":26,"identifiers":1819},"Ferguson E, James D, Madeley L: Factors associated with success in medical school: systematic review of the literature. BMJ. 2002, 324 (7343): 952-957. 10.1136\u002Fbmj.324.7343.952.",{"doi":1820},"10.1136\u002Fbmj.324.7343.952",{"id":26,"text":1822,"url":26,"identifiers":1823},"Learning styles and pedagogy in post-16 learning: A systematic and critical review. \n                    http:\u002F\u002Fsxills.nl\u002Flerenlerennu\u002Fbronnen\u002FLearning%20styles%20by%20Coffield%20e.a..pdf\n                    \n                  .",{},{"id":1825,"createTime":1826,"updateTime":1827,"relativeEntities":1828,"slug":1829,"properties":1830,"entityType":851,"verifyStatus":25,"verifyTime":1826,"verifyNote":852,"syncStatus":28,"languages":1849,"translateLanguages":1850,"viewCount":36,"primaryUrl":1851,"fullTextUrl":26,"authors":1852,"publicationType":920,"publisherRelationship":1926,"citationCount":1965,"citationInfo":1966,"publishDate":1968,"publishYear":1969,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":1970,"isForceReanalyzing":1042},"bea8c40f-e0d9-4c7a-aa82-b407566140b3","2024-09-28T21:25:17.027+00:00","2025-01-16T12:44:43.991+00:00",[],"Empathy-in-senior-year-and-first-year-medical-students-a-cross-sectional-study",{"mag":1831,"keywords":1833,"pmc":1835,"openalex":1837,"abstract":1839,"title":1842,"pm":1845,"doi":1847},{"VOID":1832},"2160850632",{"VI":1834},"",{"VOID":1836},"3163625",{"VOID":1838},"W2160850632",{"EN":1840,"VI":1841},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\n          \u003Cjats:sec>\n            \u003Cjats:title>Background\u003C\u002Fjats:title>\n            \u003Cjats:p>The importance of fostering the development of empathy in undergraduate students is continuously emphasized in international recommendations for medical education. Paradoxically, some studies in the North-American context using self-reported measures have found that empathy declines during undergraduate medical training. Empathy is also known to be gender dependent- (highest for female medical students) and related to specialty preference - (higher in patient-oriented than technology-oriented specialties). This factor has not been studied in Portuguese medical schools.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Methods\u003C\u002Fjats:title>\n            \u003Cjats:p>This is a cross-sectional study of undergraduate medical students on self-rated measures of empathy collected at entrance and at the conclusion of the medical degree, and on the association of empathy measures with gender and specialty preferences in one medical school in Portugal. Empathy was assessed using the Portuguese adaptation of the Jefferson Scale of Physician Empathy-students version (JSPE-spv) among three cohorts of undergraduate medical students in the first (N = 356) and last (N = 120) year. The construct validity of JSPE-spv was cross-validated with Principal Component Analysis and Confirmatory Factor Analysis. Reliability was assessed using Cronbach' Alpha. Global JSPE-spv score differences were examined by year of medical school, gender and specialty preferences (people-oriented vs technology-oriented specialties).\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Results\u003C\u002Fjats:title>\n            \u003Cjats:p>The empathy scores of students in the final year were higher as compared to first year students (F (1,387) = 19.33, p < .001, ɳ\u003Cjats:sup>2\u003C\u002Fjats:sup>\n              \u003Cjats:sub>p\u003C\u002Fjats:sub> = 0.48; π = 0.99). Female students had higher empathy scores than male students (F (1,387) = 8.82, p < .01, ɳ \u003Cjats:sup>2\u003C\u002Fjats:sup>\n              \u003Cjats:sub>p\u003C\u002Fjats:sub> = 0.23; π = 0.84). Significant differences in empathy were not found between the students who prefer people-oriented specialties compared to those who favor the technology-oriented specialties (F (1,387) = 2.44, p = .12, ɳ \u003Cjats:sup>2\u003C\u002Fjats:sup>\n              \u003Cjats:sub>p\u003C\u002Fjats:sub> = 0.06; π = 0.06).\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Conclusions\u003C\u002Fjats:title>\n            \u003Cjats:p>This cross-sectional study in one medical school in Portugal showed that the empathy measures of senior year students were higher than the scores of freshmen. A longitudinal cohort study is needed to test variations in students' empathy measures throughout medical school.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>","\u003Cjats:title>Abstract\u003C\u002Fjats:title>\n          \u003Cjats:sec>\n            \u003Cjats:title>Giới thiệu\u003C\u002Fjats:title>\n            \u003Cjats:p>Tầm quan trọng của việc phát triển sự đồng cảm ở sinh viên đại học y khoa luôn được nhấn mạnh trong các khuyến nghị quốc tế về giáo dục y tế. Một cách mâu thuẫn, một số nghiên cứu trong bối cảnh Bắc Mỹ sử dụng các biện pháp tự báo cáo đã phát hiện ra rằng sự đồng cảm giảm sút trong quá trình đào tạo y khoa đại học. Sự đồng cảm cũng được biết là phụ thuộc vào giới tính (cao hơn với sinh viên y khoa nữ) và liên quan đến sở thích chuyên khoa (cao hơn ở các chuyên khoa định hướng bệnh nhân so với các chuyên khoa định hướng công nghệ). Yếu tố này chưa được nghiên cứu tại các trường y ở Bồ Đào Nha.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Phương pháp\u003C\u002Fjats:title>\n            \u003Cjats:p>Đây là một nghiên cứu cắt ngang đối với sinh viên y khoa đại học về các biện pháp tự đánh giá sự đồng cảm được thu thập tại thời điểm nhập học và kết thúc chương trình y khoa, và về sự liên quan giữa các biện pháp sự đồng cảm với giới tính và sở thích chuyên khoa tại một trường y ở Bồ Đào Nha. Sự đồng cảm được đánh giá bằng phiên bản tiếng Bồ Đào Nha của Thang đo sự đồng cảm của bác sĩ Jefferson - phiên bản cho sinh viên (JSPE-spv) trong ba nhóm sinh viên y khoa đại học ở năm đầu (N = 356) và năm cuối (N = 120). Tính hợp lệ của cấu trúc của JSPE-spv được xác thực chéo bằng Phân tích thành phần chính và Phân tích yếu tố khẳng định. Độ tin cậy được đánh giá bằng Cronbach' Alpha. Sự khác biệt về điểm số JSPE-spv toàn cầu được xem xét theo năm học, giới tính và sở thích chuyên khoa (các chuyên khoa định hướng con người so với các chuyên khoa định hướng công nghệ).\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Kết quả\u003C\u002Fjats:title>\n            \u003Cjats:p>Điểm số sự đồng cảm của sinh viên năm cuối cao hơn so với sinh viên năm đầu (F (1,387) = 19.33, p \u003C 0.001, ɳ\u003Cjats:sup>2\u003C\u002Fjats:sup>\n              \u003Cjats:sub>p\u003C\u002Fjats:sub> = 0.48; π = 0.99). Sinh viên nữ có điểm số sự đồng cảm cao hơn sinh viên nam (F (1,387) = 8.82, p \u003C 0.01, ɳ \u003Cjats:sup>2\u003C\u002Fjats:sup>\n              \u003Cjats:sub>p\u003C\u002Fjats:sub> = 0.23; π = 0.84). Không tìm thấy sự khác biệt đáng kể về sự đồng cảm giữa sinh viên thích các chuyên khoa định hướng con người so với những sinh viên ưa thích các chuyên khoa định hướng công nghệ (F (1,387) = 2.44, p = 0.12, ɳ \u003Cjats:sup>2\u003C\u002Fjats:sup>\n              \u003Cjats:sub>p\u003C\u002Fjats:sub> = 0.06; π = 0.06).\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Kết luận\u003C\u002Fjats:title>\n            \u003Cjats:p>Nghiên cứu cắt ngang này tại một trường y ở Bồ Đào Nha cho thấy rằng các biện pháp sự đồng cảm của sinh viên năm cuối cao hơn so với điểm số của sinh viên năm đầu. Cần có một nghiên cứu theo dõi dài hạn để kiểm tra sự biến đổi trong các biện pháp sự đồng cảm của sinh viên trong suốt quá trình học y.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>",{"EN":1843,"VI":1844},"Empathy in senior year and first year medical students: a cross-sectional study","Sự đồng cảm ở sinh viên y khoa năm cuối và năm đầu: một nghiên cứu cắt 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Thousand Oaks, CA: Sage",{"doi":2057},"10.4135\u002F9781412986373",{"id":26,"text":2059,"url":26,"identifiers":2060},"PASW Statistics 18: Copyright © Polar Engineering & Consulting. 2009",{},{"id":26,"text":2062,"url":26,"identifiers":2063},"Arbuckle : Amos 18 User's Guide. Copyright ©. 1995, -2009 by Amos Development Corporation",{},{"id":26,"text":2065,"url":26,"identifiers":2066},"Kline RB: Principles and practice of structural equations modelling. 2005, London: Guilford Press, 2",{},{"id":26,"text":2068,"url":26,"identifiers":2069},"Hu L, Bentler PM: Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modelling. 1996, 1: 1-55.",{},{"id":26,"text":2071,"url":26,"identifiers":2072},"Schermelleh-Engel K, Moosbrugger H, Muller H: Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online. 2003, 8 (2): 23-74.",{},{"id":26,"text":2074,"url":26,"identifiers":2075},"Hair JF, Anderson RE, Tatham RL, Black WC: Multivariate data analysis. 1998, New Jersey: Prentice-Hall, 5",{},{"id":26,"text":2077,"url":26,"identifiers":2078},"Hojat M: Ten approaches for enhancing empathy in health and human services cultures. Journal of Health and Human Services Administration. 2009, 31 (4): 412-50.",{},{"id":26,"text":2080,"url":26,"identifiers":2081},"Benbassat J, Baumal R: What is empathy, and how can it be promoted during clinical clerkships?. Academic Medicine. 2004, 79 (9): 832-839. 10.1097\u002F00001888-200409000-00004.",{"doi":2082},"10.1097\u002F00001888-200409000-00004",{"id":2084,"createTime":2085,"updateTime":2086,"relativeEntities":2087,"slug":2088,"properties":2089,"entityType":851,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":2108,"translateLanguages":2109,"viewCount":36,"primaryUrl":2110,"fullTextUrl":26,"authors":2111,"publicationType":920,"publisherRelationship":2188,"citationCount":2223,"citationInfo":2224,"publishDate":1509,"publishYear":1510,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":2226,"isForceReanalyzing":1042},"b6a93565-94f2-4f0b-bd61-db634ddb3f0f","2024-04-15T10:05:04.230+00:00","2025-01-16T12:45:41.418+00:00",[],"The-effectiveness-of-virtual-reality-based-technology-on-anatomy-teaching-a-meta-analysis-of-randomized-controlled-studies",{"mag":2090,"keywords":2092,"pmc":2094,"openalex":2096,"abstract":2098,"title":2101,"pm":2104,"doi":2106},{"VOID":2091},"3017816180",{"VI":2093},"Thực tế ảo, giáo dục giải phẫu, phân tích tổng hợp, thử nghiệm ngẫu nhiên có đối chứng, hiệu quả giảng dạy.",{"VOID":2095},"7183109",{"VOID":2097},"W3017816180",{"EN":2099,"VI":2100},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:sec>\n                \u003Cjats:title>Background\u003C\u002Fjats:title>\n                \u003Cjats:p>Virtual reality (VR) is an innovation that permits the individual to discover and operate within three-dimensional (3D) environment to gain practical understanding. This research aimed to examine the general efficiency of VR for teaching medical anatomy.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Methods\u003C\u002Fjats:title>\n                \u003Cjats:p>We executed a meta-analysis of randomized controlled studies of the performance of VR anatomy education. We browsed five databases from the year 1990 to 2019. Ultimately, 15 randomized controlled trials with a teaching outcome measure analysis were included. Two authors separately chose studies, extracted information, and examined the risk of bias. The primary outcomes were examination scores of the students. Secondary outcomes were the degrees of satisfaction of the students. Random-effects models were used for the pooled evaluations of scores and satisfaction degrees. Standardized mean difference (SMD) was applied to assess the systematic results. The heterogeneity was determined by \u003Cjats:italic>I\u003C\u002Fjats:italic>\u003Cjats:sup>\u003Cjats:italic>2\u003C\u002Fjats:italic>\u003C\u002Fjats:sup> statistics, and then was investigated by meta-regression and subgroup analyses.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Results\u003C\u002Fjats:title>\n                \u003Cjats:p>In this review, we screened and included fifteen randomized controlled researches (816 students). The pooled analysis of primary outcomes showed that VR improves test scores moderately compared with other approaches (standardized mean difference [SMD] = 0.53; 95% Confidence Interval [CI] 0.09–0.97, \u003Cjats:italic>p\u003C\u002Fjats:italic> < 0.05; \u003Cjats:italic>I\u003C\u002Fjats:italic>\u003Cjats:sup>\u003Cjats:italic>2\u003C\u002Fjats:italic>\u003C\u002Fjats:sup> = 87.8%). The high homogeneity indicated that the studies were different from each other. Therefore, we carried out meta-regression as well as subgroup analyses using seven variables (year, country, learners, course, intervention, comparator, and duration). We found that VR improves post-intervention test score of anatomy compared with other types of teaching methods.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Conclusions\u003C\u002Fjats:title>\n                \u003Cjats:p>The finding confirms that VR may act as an efficient way to improve the learners’ level of anatomy knowledge. Future research should assess other factors like degree of satisfaction, cost-effectiveness, and adverse reactions when evaluating the teaching effectiveness of VR in anatomy.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:sec>\n                \u003Cjats:title>Nền tảng\u003C\u002Fjats:title>\n                \u003Cjats:p>Thực tế ảo (VR) là một sáng kiến công nghệ cho phép người dùng khám phá và hoạt động trong môi trường ba chiều (3D) để có được hiểu biết thực tiễn. Nghiên cứu này nhằm mục đích khảo sát hiệu quả chung của VR trong việc giảng dạy giải phẫu y học.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Phương pháp\u003C\u002Fjats:title>\n                \u003Cjats:p>Chúng tôi đã thực hiện một phân tích tổng hợp các nghiên cứu có đối chứng ngẫu nhiên về hiệu suất của giáo dục giải phẫu bằng VR. Chúng tôi đã truy cập năm cơ sở dữ liệu từ năm 1990 đến 2019. Cuối cùng, có 15 thử nghiệm ngẫu nhiên có đối chứng với phân tích các tiêu chí đánh giá kết quả giảng dạy được đưa vào. Hai tác giả đã lựa chọn các nghiên cứu, trích xuất thông tin và xem xét nguy cơ thiên lệch một cách độc lập. Các kết quả chính là điểm thi của sinh viên. Các kết quả phụ là mức độ hài lòng của sinh viên. Các mô hình biến ngẫu nhiên được sử dụng cho các đánh giá tổng hợp điểm số và mức độ hài lòng. Chênh lệch trung bình chuẩn hóa (SMD) được sử dụng để đánh giá các kết quả hệ thống. Độ không đồng nhất được xác định bằng thống kê \u003Cjats:italic>I\u003C\u002Fjats:italic>\u003Cjats:sup>\u003Cjats:italic>2\u003C\u002Fjats:italic>\u003C\u002Fjats:sup>, và sau đó được điều tra bằng phân tích hồi quy tổng hợp và phân tích phân nhóm.",{"EN":2102,"VI":2103},"The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies","Hiệu quả của công nghệ dựa trên thực tế ảo trong việc giảng dạy giải phẫu: một phân tích tổng hợp của các nghiên cứu thử nghiệm ngẫu nhiên có đối chứng",{"VOID":2105},"32334594",{"VOID":2107},"10.1186\u002Fs12909-020-1994-z",[102],[101],"https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002Fs12909-020-1994-z",[2112,2132,2152,2169],{"id":2113,"sortIndex":59,"researcher":26,"roles":2114,"affiliations":2115,"properties":2125},"4088dd72-83c6-4556-ab27-515d246c4ade",[],[2116],{"id":26,"sortIndex":36,"affiliation":2117,"properties":26},{"id":2118,"createTime":2119,"updateTime":2119,"relativeEntities":2120,"slug":2121,"properties":2122,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"b21858da-9057-484f-bd38-d7dd005fc72a","2024-04-15T10:05:04.425+00:00",[],"Department-of-Pharmacy-Xijing-Hospital-Fourth-Military-Medical-University-Xian-China",{"title":2123},{"EN":2124},"Department of Pharmacy, Xijing Hospital, Fourth Military Medical University, Xian, China",{"openalex":2126,"orcid":2128,"title":2130},{"VOID":2127},"A5044296302",{"VOID":2129},"https:\u002F\u002Forcid.org\u002F0000-0002-2158-3108",{"EN":2131},"Yi Ding",{"id":2133,"sortIndex":36,"researcher":26,"roles":2134,"affiliations":2135,"properties":2145},"eb28a4ab-ebc1-4f6c-a7bd-3234d05852ee",[],[2136],{"id":26,"sortIndex":36,"affiliation":2137,"properties":26},{"id":2138,"createTime":2139,"updateTime":2139,"relativeEntities":2140,"slug":2141,"properties":2142,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"faed9710-a291-4cdf-ae6b-e6f8ed91bb39","2024-04-15T10:05:04.280+00:00",[],"School-of-Media-Xijing-University-Xian-China",{"title":2143},{"EN":2144},"School of Media, Xijing University, Xian, China",{"openalex":2146,"orcid":2148,"title":2150},{"VOID":2147},"A5059461341",{"VOID":2149},"https:\u002F\u002Forcid.org\u002F0000-0002-8975-046X",{"EN":2151},"Jingjie Zhao",{"id":2153,"sortIndex":114,"researcher":26,"roles":2154,"affiliations":2155,"properties":2164},"aac43c56-c8d9-42a4-855c-930d4a89a234",[],[2156],{"id":26,"sortIndex":36,"affiliation":2157,"properties":26},{"id":2158,"createTime":2159,"updateTime":2159,"relativeEntities":2160,"slug":26,"properties":2161,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"c26d8815-cf0b-42e0-8185-40f3f1af2cf9","2023-11-30T21:36:56.195+00:00",[],{"title":2162},{"VI":2163},"Health Science Center, Xi’an Jiaotong University, Xian, China",{"openalex":2165,"title":2167},{"VOID":2166},"A5027086738",{"EN":2168},"Hualin Jiang",{"id":2170,"sortIndex":115,"researcher":26,"roles":2171,"affiliations":2172,"properties":2181},"d0206663-eea4-4662-9405-03e3a97a5d98",[],[2173],{"id":26,"sortIndex":36,"affiliation":2174,"properties":26},{"id":2175,"createTime":2176,"updateTime":2176,"relativeEntities":2177,"slug":26,"properties":2178,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"d1e3146f-82ec-423e-8113-d94b53d4a7e4","2024-02-13T05:14:18.524+00:00",[],{"title":2179},{"VI":2180},"Department of Traumatic Surgery, Jining No. 1 Peoples Hospital, Jining, China",{"openalex":2182,"orcid":2184,"title":2186},{"VOID":2183},"A5005036933",{"VOID":2185},"https:\u002F\u002Forcid.org\u002F0000-0001-6885-4588",{"EN":2187},"Xinliang 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JC, Patten D. Anatomy teaching: ghosts of the past, present and future. Med Educ. 2006;40(3):243–53.",{"doi":2230},"10.1111\u002Fj.1365-2929.2006.02401.x",{"id":26,"text":2232,"url":26,"identifiers":2233},"Wainman B, Wolak L, Pukas G, Zheng E, Norman GR. The superiority of three-dimensional physical models to two-dimensional computer presentations in anatomy learning. Med Educ. 2018;52(11):1138–46.",{"doi":2234},"10.1111\u002Fmedu.13683",{"id":26,"text":2236,"url":26,"identifiers":2237},"Yammine K, Violato C. The effectiveness of physical models in teaching anatomy: a meta-analysis of comparative studies. Adv Health Sci Educ. 2016;21(4):883–95.",{"doi":2238},"10.1007\u002Fs10459-015-9644-7",{"id":26,"text":2240,"url":26,"identifiers":2241},"Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anat Sci Educ. 2010;3(2):83–93.",{},{"id":26,"text":2243,"url":26,"identifiers":2244},"Hu-Au E, Lee JJ. Virtual reality in education: a tool for learning in the experience age. Int J Innov Educ. 2017;4(4):215–26.",{"doi":2245},"10.1504\u002FIJIIE.2017.10012691",{"id":26,"text":2247,"url":26,"identifiers":2248},"Hawkins DG. Virtual reality and passive simulators: the future of fun. In Biocca F., & Levy MR (Eds.), Communication in the age of virtual reality. Hillsdale: Lawrence Erlbaum; 1995. p. 159–89.",{},{"id":26,"text":2250,"url":26,"identifiers":2251},"Pilot A. Virtual reality and cardiac anatomy: exploring; 2018.",{},{"id":26,"text":2253,"url":26,"identifiers":2254},"Erolin C, Reid L, McDougall S. Using virtual reality to complement and enhance anatomy education. J Vis Commun Med. 2019;42(3):1–9.",{"doi":2255},"10.1080\u002F17453054.2019.1560929",{"id":26,"text":2257,"url":26,"identifiers":2258},"Maresky H, Oikonomou A, Ali I, Ditkofsky N, Pakkal M, Ballyk B. Virtual reality and cardiac anatomy: exploring immersive three-dimensional cardiac imaging, a pilot study in undergraduate medical anatomy education. Clin Anat. 2019;32(2):238–43.",{"doi":2259},"10.1002\u002Fca.23292",{"id":26,"text":2261,"url":26,"identifiers":2262},"Yammine K, Violato C. A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy. Anat Sci Educ. 2015;8(6):525–38.",{"doi":2263},"10.1002\u002Fase.1510",{"id":26,"text":2265,"url":26,"identifiers":2266},"Moher D, Liberati A, Tetzlaff J, Altman DG. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Ann Intern Med. 2009;151(4):264–9.",{"doi":986},{"id":26,"text":2268,"url":26,"identifiers":2269},"Fernández-Palacios BJ, Morabito D, Remondino F. Access to complex reality-based 3D models using virtual reality solutions. J Cult Herit. 2017;23:40–8.",{"doi":2270},"10.1016\u002Fj.culher.2016.09.003",{"id":26,"text":2272,"url":26,"identifiers":2273},"Higgins JP: Cochrane handbook for systematic reviews of interventions version 5.0. 1. The Cochrane Collaboration. 2008. http:\u002F\u002Fwww.cochrane-handbook.org.",{"doi":2274},"10.1002\u002F9780470712184",{"id":26,"text":2276,"url":26,"identifiers":2277},"Landis JR, Koch GG. The measurement of observer agreement for categorical data. Biometrics. 1977;33(1):159–74.",{"doi":2278},"10.2307\u002F2529310",{"id":26,"text":2280,"url":26,"identifiers":2281},"Higgins JP, Thompson SG, Deeks JJ, Altman DG. Measuring inconsistency in meta-analyses. BMJ. 2003;327(7414):557–60.",{"doi":2282},"10.1136\u002Fbmj.327.7414.557",{"id":26,"text":2284,"url":26,"identifiers":2285},"Kong Y, Seo YS, Zhai L. Comparison of reading performance on screen and on paper: a meta-analysis. Comput Educ. 2018;123:138–49.",{"doi":2286},"10.1016\u002Fj.compedu.2018.05.005",{"id":26,"text":2288,"url":26,"identifiers":2289},"Duval S, Tweedie R. Trim and fill: a simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics. 2000;56(2):455–63.",{"doi":2290},"10.1111\u002Fj.0006-341X.2000.00455.x",{"id":26,"text":2292,"url":26,"identifiers":2293},"Orwin RG. A fail-safe N for effect size in meta-analysis. J Educ Stat. 1983;8(2):157–9.",{},{"id":26,"text":2295,"url":26,"identifiers":2296},"Codd AM, Choudhury B. Virtual reality anatomy: is it comparable with traditional methods in the teaching of human forearm musculoskeletal anatomy? Anat Sci Educ. 2011;4(3):119–25.",{"doi":2297},"10.1002\u002Fase.214",{"id":26,"text":2299,"url":26,"identifiers":2300},"Battulga B, Konishi T, Tamura Y, Moriguchi H. The Effectiveness of an Interactive 3-Dimensional Computer Graphics Model for Medical Education. Interact J Med Res. 2012;1(2):e2.",{"doi":2301},"10.2196\u002Fijmr.2172",{"id":26,"text":2303,"url":26,"identifiers":2304},"de Faria JWV, Teixeira MJ, Júnior LD, Otoch JP, Figueiredo EG. Virtual and stereoscopic anatomy: when virtual reality meets medical education. J Neurosurg. 2016;125(5):1105–11.",{"doi":2305},"10.3171\u002F2015.8.JNS141563",{"id":26,"text":2307,"url":26,"identifiers":2308},"Ellington DR, Shum PC, Dennis EA, Willis HL, Szychowski JM, Richter HE. Female Pelvic Floor Immersive Simulation: A Randomized Trial to Test the Effectiveness of a Virtual Reality Anatomic Model on Resident Knowledge of Female Pelvic Anatomy. J Minim Invasive Gynecol. 2019;26(5):897–901.",{"doi":2309},"10.1016\u002Fj.jmig.2018.09.003",{"id":26,"text":2311,"url":26,"identifiers":2312},"Hampton BS, Sung VW. Improving medical student knowledge of female pelvic floor dysfunction and anatomy: a randomized trial. 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Med Teach. 2011;33(2):145–50.",{"doi":2673},"10.3109\u002F0142159X.2010.509766",{"id":26,"text":2675,"url":26,"identifiers":2676},"Saris W, Stronkhorst H. Causa modeling in nonexperimental research. Amsterdam: Sociometric Research Foundation; 1984.",{},{"id":26,"text":2678,"url":26,"identifiers":2679},"Browne M, Cudeck R. Alternative ways of assessing model fit. In: Bollen KA, Long L, editors. Testing structural equation models. Newbury Park: Sage; 1993. p. 136–62.",{},{"id":26,"text":2681,"url":26,"identifiers":2682},"Kline RB. Principles and practice of structural equation modeling. New York: Guildford Pres; 1998.",{},{"id":26,"text":2684,"url":26,"identifiers":2685},"Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus alternative. Structural Equation Model. 1999;6(1):1–55.",{"doi":2686},"10.1080\u002F10705519909540118",{"id":26,"text":2688,"url":26,"identifiers":2689},"Nunnally JC, Bernstein IH. Psychometric theory. 3rd ed. London: McGraw-Hill, Inc; 1994.",{},{"id":26,"text":2691,"url":26,"identifiers":2692},"Byrne BM. Structural equation modelling with AMOS: Basic concepts, applications and programming. 2nd ed. New York: Routledge; 2010.",{},{"id":26,"text":2694,"url":26,"identifiers":2695},"Cheung G, Rensvold R. Testing factorial invariance across groups: A reconceptualization and proposed new method. J Manag. 1999;25(1):1–27.",{},{"id":26,"text":2697,"url":26,"identifiers":2698},"Yew EH, Chng E, Schmidt HG. Is learning in problem-based learning cumulative? Adv Health Sci Educ Theory Pract. 2011;16(4):449–64.",{"doi":2699},"10.1007\u002Fs10459-010-9267-y",{"id":26,"text":2701,"url":26,"identifiers":2702},"Van Boxtel C, Van der Linden J, Kanselaar G. Collaborative learning tasks and the elaboration of conceptual knowledge. Learn Instr. 2000;10(4):311–30.",{"doi":2703},"10.1016\u002FS0959-4752(00)00002-5",{"id":26,"text":2705,"url":26,"identifiers":2706},"Marzano RJ, Association for Supervision and Curriculum Development. Dimensions of thinking: a framework for curriculum and instruction. Alexandria: Association for Supervision and Curriculum Development; 1988.",{},{"id":26,"text":2708,"url":26,"identifiers":2709},"Wood DF. Abc Of Learning And Teaching In Medicine: Problem Based Learning. Br Med J. 2003;326(7384):328–30.",{"doi":2710},"10.1136\u002Fbmj.326.7384.328",{"id":26,"text":2712,"url":26,"identifiers":2713},"van Blankenstein FM, Dolmans DHJM, van der Vleuten CPM, Schmidt HG. Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instr Sci. 2011;39(2):189–204.",{"doi":2714},"10.1007\u002Fs11251-009-9124-7",{"id":26,"text":2716,"url":26,"identifiers":2717},"Garrison DR. Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. Adult Educ Q. 1992;42(3):136–48.",{"doi":2718},"10.1177\u002F074171369204200302",{"id":26,"text":2720,"url":26,"identifiers":2721},"Zimmerman BJ. Becoming self-regulated learner: Overview. Theory Pract. 2000;41(2):64–70.",{"doi":2722},"10.1207\u002Fs15430421tip4102_2",{"id":26,"text":2724,"url":26,"identifiers":2725},"Nicol DJ, Dick DM. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Educ. 2006;31(2):199–218.",{"doi":2726},"10.1080\u002F03075070600572090",{"id":26,"text":2728,"url":26,"identifiers":2729},"Andrade H, Valtcheva A. Promoting learning and achievement through self-assessement. Theory Pract. 2009;48:12–9.",{"doi":2730},"10.1080\u002F00405840802577544",{"id":2732,"createTime":2733,"updateTime":2734,"relativeEntities":2735,"slug":2736,"properties":2737,"entityType":851,"verifyStatus":25,"verifyTime":2734,"verifyNote":852,"syncStatus":28,"languages":2756,"translateLanguages":2757,"viewCount":36,"primaryUrl":2758,"fullTextUrl":26,"authors":2759,"publicationType":920,"publisherRelationship":2836,"citationCount":2544,"citationInfo":2871,"publishDate":2873,"publishYear":2874,"citationAnalyzeStatus":1139,"lastCitationAnalyze":2875,"indexDatabases":26,"openAccess":26,"references":2876,"isForceReanalyzing":1042},"78dd3928-19bb-4b59-b0f2-3ec5de5f3376","2024-04-14T00:23:22.721+00:00","2025-02-19T19:14:32.150+00:00",[],"Medical-student-attitudes-toward-video-games-and-related-new-media-technologies-in-medical-education",{"mag":2738,"keywords":2740,"pmc":2742,"openalex":2744,"abstract":2746,"title":2749,"pm":2752,"doi":2754},{"VOID":2739},"2023732920",{"VI":2741},"sinh viên y khoa, video game, công nghệ truyền thông mới, giáo dục y tế, thái độ, nghiên cứu, giới tính",{"VOID":2743},"2908629",{"VOID":2745},"W2023732920",{"EN":2747,"VI":2748},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\n          \u003Cjats:sec>\n            \u003Cjats:title>Background\u003C\u002Fjats:title>\n            \u003Cjats:p>Studies in K-12 and college students show that their learning preferences have been strongly shaped by new media technologies like video games, virtual reality environments, the Internet, and social networks. However, there is no known research on medical students' game experiences or attitudes towards new media technologies in medical education. This investigation seeks to elucidate medical student experiences and attitudes, to see whether they warrant the development of new media teaching methods in medicine.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Methods\u003C\u002Fjats:title>\n            \u003Cjats:p>Medical students from two American universities participated. An anonymous, 30-item, cross-sectional survey addressed demographics, game play experience and attitudes on using new media technologies in medical education. Statistical analysis identified: 1) demographic characteristics; 2) differences between the two universities; 3) how video game play differs across gender, age, degree program and familiarity with computers; and 4) characteristics of students who play most frequently.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Results\u003C\u002Fjats:title>\n            \u003Cjats:p>217 medical students participated. About half were female (53%). Respondents liked the idea of using technology to enhance healthcare education (98%), felt that education should make better use of new media technologies (96%), and believed that video games can have educational value (80%). A majority (77%) would use a multiplayer online healthcare simulation on their own time, provided that it helped them to accomplish an important goal. Men and women agreed that they were most inclined to use multiplayer simulations if they were fun (97%), and if they helped to develop skill in patient interactions (90%). However, there was significant gender dissonance over types of favorite games, the educational value of video games, and the desire to participate in games that realistically replicated the experience of clinical practice.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Conclusions\u003C\u002Fjats:title>\n            \u003Cjats:p>Overall, medical student respondents, including many who do not play video games, held highly favorable views about the use of video games and related new media technology in medical education. Significant gender differences in game play experience and attitudes may represent male video game design bias that stresses male cognitive aptitudes; medical educators hoping to create serious games that will appeal to both men and women must avoid this.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\n          \u003Cjats:sec>\n            \u003Cjats:title>Nền tảng\u003C\u002Fjats:title>\n            \u003Cjats:p>Các nghiên cứu trong K-12 và sinh viên đại học cho thấy rằng sở thích học tập của họ đã bị ảnh hưởng mạnh mẽ bởi các công nghệ truyền thông mới như video game, môi trường thực tế ảo, Internet và mạng xã hội. Tuy nhiên, hiện nay chưa có nghiên cứu nào được biết đến về trải nghiệm trò chơi hay thái độ của sinh viên y khoa đối với các công nghệ truyền thông mới trong giáo dục y tế. Cuộc điều tra này nhằm làm sáng tỏ trải nghiệm và thái độ của sinh viên y khoa, để xem xét xem liệu chúng có đủ điều kiện để phát triển các phương pháp giảng dạy bằng truyền thông mới trong y học hay không.\u003C\u002Fjats:p>\n          \u003C\u002Fjats:sec>\n          \u003Cjats:sec>\n            \u003Cjats:title>Phương pháp\u003C\u002Fjats:title>\n            \u003Cjats:p>Các sinh viên y khoa từ hai trường đại học của Mỹ đã tham gia. Một khảo sát chéo 30 câu hỏi ẩn danh đã đề cập đến nhân khẩu học, kinh nghiệm chơi game và thái độ về việc sử dụng các công nghệ truyền thông mới trong giáo dục y tế. Phân tích thống kê đã xác định: 1) các đặc điểm nhân khẩu học; 2) sự khác biệt giữa hai trường đại học; 3) cách mà việc chơi video game khác nhau giữa các giới tính, độ tuổi, chương trình học và sự quen thuộc với máy tính; và 4) đặc điểm của sinh viên chơi nhiều nhất.",{"EN":2750,"VI":2751},"Medical student attitudes toward video games and related new media technologies in medical education","Thái độ của sinh viên y khoa đối với video game và các công nghệ truyền thông mới liên quan trong giáo dục y tế",{"VOID":2753},"20576125",{"VOID":2755},"10.1186\u002F1472-6920-10-50",[102],[101],"https:\u002F\u002Fbmcmededuc.biomedcentral.com\u002Farticles\u002F10.1186\u002F1472-6920-10-50",[2760,2780,2801,2817],{"id":2761,"sortIndex":36,"researcher":26,"roles":2762,"affiliations":2763,"properties":2773},"39b51c9b-54de-4aac-897b-c568b9bf0c2a",[],[2764],{"id":26,"sortIndex":36,"affiliation":2765,"properties":26},{"id":2766,"createTime":2767,"updateTime":2767,"relativeEntities":2768,"slug":2769,"properties":2770,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"52f227ff-4647-4f82-8ab7-39d42f95f324","2024-04-14T00:23:22.734+00:00",[],"Medical-Cyberworlds-Inc-3895-Swoboda-Road-Verona-53590-USA",{"title":2771},{"EN":2772},"Medical Cyberworlds, Inc., 3895 Swoboda Road, Verona, 53590, USA",{"openalex":2774,"orcid":2776,"title":2778},{"VOID":2775},"A5073254167",{"VOID":2777},"https:\u002F\u002Forcid.org\u002F0000-0002-7236-8643",{"EN":2779},"Frederick W. Kron",{"id":2781,"sortIndex":59,"researcher":26,"roles":2782,"affiliations":2783,"properties":2794},"c1b27f79-c909-4f42-a4b2-6cfa6aded479",[],[2784],{"id":26,"sortIndex":36,"affiliation":2785,"properties":26},{"id":2786,"createTime":2787,"updateTime":2788,"relativeEntities":2789,"slug":2790,"properties":2791,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"0aff2aae-7a92-4fdd-ad12-ca6361ca40e3","2024-04-14T00:23:22.773+00:00","2025-06-11T23:53:17.418+00:00",[],"Department-of-Family-Medicine-University-of-Michigan-1018-Fuller-Street-Ann-Arbor-48109-1213-USA",{"title":2792},{"EN":2793},"Department of Family Medicine, University of Michigan, 1018 Fuller Street, Ann Arbor, 48109-1213, USA",{"openalex":2795,"orcid":2797,"title":2799},{"VOID":2796},"A5052091173",{"VOID":2798},"https:\u002F\u002Forcid.org\u002F0000-0001-8521-5681",{"EN":2800},"Michael D. 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Gjerde",{"url":26,"publisher":2837,"properties":26},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":2838,"slug":663,"properties":2839,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":2842,"manageAffiliations":2843,"indexDatabases":2844,"url":764,"thumbnailPath":26,"statistic":2866,"gsStatistic":26,"type":175,"analyzePriority":26},[],{"issn":2840,"title":2841},{"VOID":666},{"EN":668},[],[],[2845,2852,2859],{"id":709,"indexDatabase":2846,"url":722,"indexYears":723,"academicFieldIds":2851,"indexDatabaseRanking":727},{"id":711,"createTime":712,"updateTime":713,"relativeEntities":2847,"label":2848,"description":2849,"key":719,"publicationTags":2850,"standard":26},[],{"EN":716,"VI":716},{"EN":716,"VI":718},[721],[725,726],{"id":729,"indexDatabase":2853,"url":744,"indexYears":26,"academicFieldIds":2858,"indexDatabaseRanking":26},{"id":731,"createTime":732,"updateTime":733,"relativeEntities":2854,"label":2855,"description":2856,"key":740,"publicationTags":2857,"standard":26},[],{"EN":736,"VI":736},{"VI":738,"EN":739},[742,743],[746],{"id":748,"indexDatabase":2860,"url":744,"indexYears":26,"academicFieldIds":2865,"indexDatabaseRanking":26},{"id":750,"createTime":751,"updateTime":752,"relativeEntities":2861,"label":2862,"description":2863,"key":759,"publicationTags":2864,"standard":26},[],{"EN":755,"VI":755},{"VI":757,"EN":758},[761,743],[763],{"impactFactor":36,"impactFactorByYear":2867,"i10Index":773,"i10IndexLast5Year":434,"totalPublication":774,"totalPublicationByYear":2868,"totalCitation":786,"totalCitationByYear":2869,"totalCitationPerPublication":806,"totalCitationPerPublicationByYear":2870,"hindexLast5Year":569,"hindex":569},{"2012":767,"2013":768,"2014":769,"2015":542,"2016":132,"2017":767,"2018":770,"2019":771,"2020":385,"2021":154,"2022":772,"2023":634},{"2001":135,"2002":111,"2003":53,"2004":239,"2005":240,"2006":398,"2007":285,"2008":257,"2009":608,"2010":249,"2011":43,"2012":346,"2013":366,"2014":776,"2015":777,"2016":778,"2017":779,"2018":150,"2019":780,"2020":781,"2021":782,"2022":783,"2023":784,"2024":785},{"2002":53,"2003":623,"2004":788,"2005":365,"2006":789,"2007":790,"2008":791,"2009":792,"2010":793,"2011":794,"2012":795,"2013":796,"2014":797,"2015":798,"2016":799,"2017":800,"2018":801,"2019":802,"2020":803,"2021":804,"2022":805},{"2002":808,"2003":809,"2004":810,"2005":811,"2006":812,"2007":813,"2008":814,"2009":815,"2010":816,"2011":817,"2012":818,"2013":819,"2014":820,"2015":821,"2016":822,"2017":823,"2018":824,"2019":111,"2020":825,"2021":826,"2022":275},{"total":2544,"publishYear":26,"statisticByYear":2872},{"2012":135,"2013":356,"2014":50,"2015":103,"2016":298,"2017":298,"2018":52,"2019":124,"2020":51,"2021":336,"2022":111,"2023":103,"2024":59},"2010-12-01",2010,"2024-04-14T11:31:14.216+00:00",[2877,2881,2885,2888,2892,2895,2899,2903,2906,2909,2912,2915,2918,2921,2924,2927,2930,2933,2936,2939,2942,2945,2948,2951,2954,2957,2960,2963,2967,2970,2974,2978,2981,2984,2987,2990,2993,2996,3000,3003,3006,3009,3013,3017,3021,3024,3028,3031,3034,3037,3041,3045,3048,3052,3055],{"id":26,"text":2878,"url":26,"identifiers":2879},"Friedman CP: The marvelous medical education machine or how medical education can be \"unstuck\" in time. Medical Teacher. 2000, 22 (5): 496-502. 10.1080\u002F01421590050110786.",{"doi":2880},"10.1080\u002F01421590050110786",{"id":26,"text":2882,"url":26,"identifiers":2883},"Feldman T: An Introduction to Digital Media. 1997, London: Routledge",{"doi":2884},"10.4324\u002F9780203398401",{"id":26,"text":2886,"url":26,"identifiers":2887},"The Oxford English Dictionary. 1989, Oxford, UK: Oxford University Press, Second",{},{"id":26,"text":2889,"url":26,"identifiers":2890},"Hartley J: Comunication, cultural and media studies: The key concepts. 2002, London: Routledge",{"doi":2891},"10.4324\u002F9780203449936",{"id":26,"text":2893,"url":26,"identifiers":2894},"Foerman J: Game-Based learning: How to delight and instruct in the 21st century. 2004, 39 (5): 50-66.",{},{"id":26,"text":2896,"url":26,"identifiers":2897},"Griffiths MD, Davies MNO, Chappell D: Breaking the stereotype: The case of online gaming. Cyber Psychology & Behavior. 2003, 6 (1): 81-91.",{"doi":2898},"10.1089\u002F109493103321167992",{"id":26,"text":2900,"url":26,"identifiers":2901},"Yee N: The demographics, motivations, and derived experiences of users of massively multi-user online graphical environments. Presence. 2006, 15 (3): 309-329. 10.1162\u002Fpres.15.3.309.",{"doi":2902},"10.1162\u002Fpres.15.3.309",{"id":26,"text":2904,"url":26,"identifiers":2905},"Holzinger A, Kickmeir-Rust M, Albert D: Dynamic media in computer science education: Content complexity and learning preformance: Is less more?. Educational Technology & Society. 2008, 11 (1): 279-290.",{},{"id":26,"text":2907,"url":26,"identifiers":2908},"Gee JP: What video games have to teach us about learning and literacy. 2003, New York: Palgrave Macmillan, 1",{},{"id":26,"text":2910,"url":26,"identifiers":2911},"Shaffer DW: Epistemic Games. Innovate Journal of Online Education. 2005, 1 (6).",{},{"id":26,"text":2913,"url":26,"identifiers":2914},"Reeves B, Malone TW, O'Driscoll T: Leadership's Online Labs. Harvard Business Review. 2008, 59-66.",{},{"id":26,"text":2916,"url":26,"identifiers":2917},"IBM's Management Games. [http:\u002F\u002Fwww.businessweek.com\u002Ftechnology\u002Fcontent\u002Fjun2007\u002Ftc20070613_838152.htm]",{},{"id":26,"text":2919,"url":26,"identifiers":2920},"Cisco Launches 'Subnetting Game'. [http:\u002F\u002Fwww.huliq.com\u002F13438\u002Fcisco-launches-subnetting-game]",{},{"id":26,"text":2922,"url":26,"identifiers":2923},"Raybourn EM: Computer game design: New directions for intercultural simulation game designers. Developments in Business Simulation and Experiential Exercises. 1997, 24.",{},{"id":26,"text":2925,"url":26,"identifiers":2926},"Raybourn EM: Applying simulation experience design methods to creating serious game-based adaptive training systems. 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