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Journal of Medicine and Pharmacy","Tạp chí Y Dược học Cần Thơ",{"EN":487,"VI":488},"\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">04\u002F10\u002F2015 Ministry of Information and Communications allowed Can Tho journal of medicine and pharmacy to operate (102 \u002FGP-BTTTT)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">07\u002F16\u002F2015 Can Tho journal of medicine and pharmacy is internationally recognized: ISSN 2354-1210\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">In 2016, The journal has been included in the list of medical science journals by The State Council for professorship which is awarded a work score of 0-0.5 points for a published article.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Can Tho Journal of Medicine and Pharmacy welcome original works that haven’t been submitted or published in other medical journals. Posts must contain content related to one of the journal’s categories.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The content published\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The journal is divided into 3 categories:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Scientific research article: are valuable scientific works, which have been researched and accepted.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Overview of medicine, biology and pharmacy: serving the objective of continuing training in the fields of medicine, biology and pharmacy; to systematize classical and modern knowledge.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Update information on new knowledge about medicine, biology, pharmacy in the country and in the world.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Scope\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Publication and introduction of scientific research in the fields:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Medicine (internal medicine, surgery, pediatrics, obstetrics and gynecology, odonto-stomatology, laboratory, oncology, traditional medicine, nursing).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Biology (genetics, biotechnology).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Pharmacology (pharmaceutics, drug quality analysis-control, synthetic pharmaceutical chemistry, biochemistry, pharmacognosy, botany, clinical pharmacy).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- To enhance the quality of undergraduate, postgraduate education, scientifically researching and meet the necessary treatment in hospital.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Introducing the updated domestic and oversea information about science technology to promote scientific research and exchanging technology in local, other universities.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Exchanging pharmaceutical and medical information for social health developing in the Mekong Delta and Vietnam.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The object\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Postgraduate students, student of Can Tho University of Medicine and Pharmacy, scientists from schools, research institutes, hospitals, health centers, pharmaceutical companies of the Mekong Delta; 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. Danh sách bài báo theo số Tạp chí được in ấn và phát hành trong năm định kỳ được công bố chính thức trên website: https:\u002F\u002Ftapchi.ctump.edu.vn\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>",{"VOID":490},"wcQ1uqwAAAAJ","2023-05-30T08:17:21.868+00:00",[],[494],{"id":495,"createTime":28,"updateTime":28,"relativeEntities":496,"slug":28,"properties":497,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":507,"parentIds":508,"statistic":28},"6413896b-eca9-442b-a73f-182a58a0ce40",[],{"title":498,"address":501,"country":504,"abbreviation":505},{"EN":499,"VI":500},"Can Tho University of Medicine and Pharmacy","Trường Đại học Y Dược Cần Thơ",{"EN":502,"VI":503},"No 179, Nguyen Van Cu street, An Khanh ward, Ninh Kieu district, Can Tho city, Vietnam","Số 179, đường Nguyễn Văn Cừ, phường An Khánh, quận Ninh Kiều, thành phố Cần Thơ, Việt Nam",{"VOID":15},{"VOID":506},"ctump","http:\u002F\u002Fwww.ctump.edu.vn\u002F",[],[],"https:\u002F\u002Ftapchi.ctump.edu.vn\u002Findex.php\u002Fctump",{"impactFactor":32,"impactFactorByYear":512,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":514,"totalPublicationByYear":515,"totalCitation":520,"totalCitationByYear":521,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":523,"hindexLast5Year":45,"hindex":45},{"2022":513,"2023":111,"2024":106},0.01,1556,{"2020":47,"2021":516,"2022":517,"2023":518,"2024":519,"2025":122},57,306,801,358,161,{"2021":146,"2022":280,"2023":522},99,{"2021":524,"2022":318,"2023":104},0.23,{"impactFactor":28,"impactFactorByYear":28,"i10Index":123,"i10IndexLast5Year":123,"totalPublication":526,"totalPublicationByYear":527,"totalCitation":526,"totalCitationByYear":528,"totalCitationPerPublication":40,"totalCitationPerPublicationByYear":531,"hindexLast5Year":49,"hindex":49},476,{"0":205,"2019":123,"2021":139,"2022":459,"2023":451,"2024":357,"2025":49,"2026":48},{"2021":42,"2022":123,"2023":161,"2024":529,"2025":360,"2026":530},136,83,{"2021":105,"2022":513,"2023":532,"2024":127,"2025":533,"2026":534},0.62,25.43,13.83,{"id":536,"createTime":537,"updateTime":382,"relativeEntities":538,"slug":539,"properties":540,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":552,"translateLanguages":28,"viewCount":133,"subjectFields":553,"manageAffiliations":554,"indexDatabases":555,"url":556,"thumbnailPath":557,"statistic":558,"gsStatistic":594,"type":55,"analyzePriority":28},"6984a56a-db70-403b-9cc4-4013e1ceaffa","2023-05-09T06:47:40.346+00:00",[],"T%E1%BA%A1p%20ch%C3%AD%20Nghi%C3%AAn%20c%E1%BB%A9u%20n%C6%B0%E1%BB%9Bc%20ngo%C3%A0i",{"country":541,"issn":542,"title":544,"introduce":547,"gsId":550},{"VOID":15},{"VOID":543},"25252445",{"EN":545,"VI":546},"VNU Journal of Foreign Studies","Tạp chí Nghiên cứu nước ngoài",{"EN":548,"VI":549},"{\"ops\":[{\"insert\":\"\\n\\nThe \\n\"},{\"attributes\":{\"italic\":true},\"insert\":\"VNU Journal of Science\"},{\"insert\":\"\\n was established in 1985 for the publication of national and international research papers in all fields of natural sciences and technology, social sciences and humanities. 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SCIE","scie",[938,813],"SCIE","https:\u002F\u002Fmjl.clarivate.com\u002Fsearch-results?issn=2212-2761",[941,942],"efd9d227-9b96-498c-81fd-03096cd13052","4d753e6e-7c74-4952-a4ed-f36856b2b53f",{"impactFactor":32,"impactFactorByYear":944,"i10Index":279,"i10IndexLast5Year":32,"totalPublication":945,"totalPublicationByYear":946,"totalCitation":947,"totalCitationByYear":948,"totalCitationPerPublication":949,"totalCitationPerPublicationByYear":950,"hindexLast5Year":136,"hindex":136},{"2018":105,"2019":734},485,{"2012":135,"2013":148,"2014":136,"2015":137,"2016":200,"2017":150,"2018":149,"2019":141,"2020":281,"2021":278,"2022":130},1733,{"2017":330},3.57,{"2017":951},2.15,{"meta":953,"data":955},{"total":954},"486",[956,1063,1246,1388,1486,1598,1681,1824,1933,2019],{"id":957,"createTime":958,"updateTime":959,"relativeEntities":960,"slug":961,"properties":962,"entityType":971,"verifyStatus":26,"verifyTime":959,"verifyNote":972,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":973,"fullTextUrl":28,"authors":974,"publicationType":1006,"publisherRelationship":1007,"citationCount":28,"citationInfo":28,"publishDate":1059,"publishYear":1060,"citationAnalyzeStatus":882,"lastCitationAnalyze":28,"indexDatabases":1061,"openAccess":28,"references":28,"isForceReanalyzing":1062},"00ed6a70-ce4f-4bc7-890f-3fcbb4481a15","2024-02-16T07:20:48.403+00:00","2024-12-15T06:27:57.978+00:00",[],"Point-of-view-filming-and-the-elicitation-interview",{"abstract":963,"title":965,"references":967,"doi":969},{"EN":964},"Face-to-face interviews are a fundamental research tool in qualitative research. Whilst this form of data\n\t\t\t\t collection can provide many valuable insights, it can often fall short of providing a complete picture of a research subject’s experiences. Point of view (PoV) interviewing is an elicitation technique used in the social sciences as a means of enriching data obtained from research interviews. Recording research subjects’ first person perspectives, for example by wearing digital video glasses, can afford deeper insights into their experiences. PoV interviewing can promote making visible the unverbalizable and does not rely as much on memory as the traditional interview. The use of such relatively inexpensive technology is gaining interest in health profession educational research and pedagogy, such as dynamic simulation-based learning and research activities. In this interview, Dr Gerry Gormley (a medical education researcher) talks to Dr Jonathan Skinner (an anthropologist with an interest in PoV interviewing), exploring some of the many crossover implications with PoV interviewing for medical education research and practice.",{"EN":966},"Point of view filming and the elicitation interview",{"VOID":968},"Pink S. Going Forward Through the World: Thinking Theoretically About First Person Perspective Digital Ethnography. Integr Psychol Behav Sci. 2015;49:239–42.\nSkinner J. Four part introduction to the interview: introducing the interview; society, sociology and the interview; anthropology and the interview. In: Skinner J, editor. The interview: an Ethnographic approach. Oxford: Berg Publications; 2012. pp. 1–49.\nAtkinson P, Silverman D. Kundera’s Immortality: The Interview Society and the Invention of the Self. Qual Inq. 1997;3:304–25.\nKvale S. InterViews: An Introduction to Qualitative Research Interviewing. London: Sage Publications; 1996.\nBanks M, Zeitlyn D. Visual methods in social research. London: Sage Publications; 2015.\nIrving A. Strange Distance: Towards an Anthropology of Interior Dialogue. Med Anthro Q. 2011;25:22–44.\nPink S. The Future of Visual Anthropology: Engaging the Senses. London: Taylor & Francis; 2006.\nVenkatesh S. The Reflexive Turn: The Rise of First-Person Ethnography. Sociol Q. 2013;54:3–8.",{"VOID":970},"10.1007\u002Fs40037-016-0278-0","PUBLICATION","Auto Verify","https:\u002F\u002Fpmejournal.org\u002Farticles\u002F10.1007\u002FS40037-016-0278-0",[975,991],{"id":976,"sortIndex":32,"researcher":28,"roles":977,"affiliations":979,"properties":988,"displayName":990,"givenName":28,"familyName":28},"164ebc53-e5db-4664-8ef2-79d81de9282a",[978],"AUTHOR",[980],{"id":981,"sortIndex":32,"affiliation":982,"properties":28},"811563d1-e5a6-4a20-9761-43b05c7d5e58",{"id":981,"createTime":28,"updateTime":28,"relativeEntities":983,"slug":28,"properties":984,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":987,"statistic":28},[],{"title":985},{"VI":986},"Department of Life Sciences, University of Roehampton, London, UK",[],{"title":989},{"VI":990},"Jonathan Skinner",{"id":992,"sortIndex":40,"researcher":28,"roles":993,"affiliations":994,"properties":1003,"displayName":1005,"givenName":28,"familyName":28},"7d6bba67-7c13-4569-a1aa-67a81d47436c",[978],[995],{"id":996,"sortIndex":32,"affiliation":997,"properties":28},"74090e01-397e-4cc1-b798-aaa0a5d53cd0",{"id":996,"createTime":28,"updateTime":28,"relativeEntities":998,"slug":28,"properties":999,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1002,"statistic":28},[],{"title":1000},{"VI":1001},"School of Medicine, Dentistry and Biomedical Sciences, Centre for Medical Education, Queen’s University Belfast, Belfast, Northern Ireland",[],{"title":1004},{"VI":1005},"Gerard J Gormley","ARTICLE",{"url":973,"publisher":1008,"properties":1054},{"id":868,"createTime":869,"updateTime":870,"relativeEntities":1009,"slug":872,"properties":1010,"entityType":25,"verifyStatus":882,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"subjectFields":1014,"manageAffiliations":1023,"indexDatabases":1034,"url":28,"thumbnailPath":28,"statistic":1049,"gsStatistic":28,"type":55,"analyzePriority":28},[],{"issn":1011,"title":1012,"eissn":1013},{"VOID":877},{"EN":879},{"VOID":875},[1015,1019],{"id":885,"createTime":28,"updateTime":28,"relativeEntities":1016,"label":1017,"description":1018,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":888,"VI":889},{},{"id":892,"createTime":28,"updateTime":28,"relativeEntities":1020,"label":1021,"description":1022,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":895},{},[1024,1029],{"id":899,"createTime":28,"updateTime":28,"relativeEntities":1025,"slug":28,"properties":1026,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1028,"statistic":28},[],{"title":1027},{"EN":903},[],{"id":906,"createTime":28,"updateTime":28,"relativeEntities":1030,"slug":28,"properties":1031,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1033,"statistic":28},[],{"title":1032},{"EN":910},[],[1035,1042],{"id":914,"indexDatabase":1036,"url":920,"indexYears":921,"academicFieldIds":1041,"indexDatabaseRanking":925},{"id":775,"createTime":28,"updateTime":28,"relativeEntities":1037,"label":1038,"description":1039,"key":781,"publicationTags":1040,"standard":28},[],{"EN":778,"VI":778},{"EN":778,"VI":780},[783],[923,924],{"id":927,"indexDatabase":1043,"url":939,"indexYears":28,"academicFieldIds":1048,"indexDatabaseRanking":28},{"id":929,"createTime":28,"updateTime":28,"relativeEntities":1044,"label":1045,"description":1046,"key":936,"publicationTags":1047,"standard":28},[],{"EN":932,"VI":932},{"EN":934,"VI":935},[938,813],[941,942],{"impactFactor":32,"impactFactorByYear":1050,"i10Index":279,"i10IndexLast5Year":32,"totalPublication":945,"totalPublicationByYear":1051,"totalCitation":947,"totalCitationByYear":1052,"totalCitationPerPublication":949,"totalCitationPerPublicationByYear":1053,"hindexLast5Year":136,"hindex":136},{"2018":105,"2019":734},{"2012":135,"2013":148,"2014":136,"2015":137,"2016":200,"2017":150,"2018":149,"2019":141,"2020":281,"2021":278,"2022":130},{"2017":330},{"2017":951},{"pages":1055,"volume":1057},{"VOID":1056},"235-239",{"VOID":1058},"5","2016-07-20",2016,[938,925],false,{"id":1064,"createTime":1065,"updateTime":1066,"relativeEntities":1067,"slug":1068,"properties":1069,"entityType":971,"verifyStatus":26,"verifyTime":1066,"verifyNote":972,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1078,"fullTextUrl":28,"authors":1079,"publicationType":1006,"publisherRelationship":1191,"citationCount":28,"citationInfo":28,"publishDate":1243,"publishYear":1244,"citationAnalyzeStatus":882,"lastCitationAnalyze":28,"indexDatabases":1245,"openAccess":28,"references":28,"isForceReanalyzing":1062},"01208805-433b-473d-84e4-c24a22970341","2023-12-20T11:27:37.527+00:00","2024-12-08T09:56:34.896+00:00",[],"Perception-of-social-media-behaviour-among-medical-students-residents-and-medical-specialists",{"abstract":1070,"title":1072,"references":1074,"doi":1076},{"EN":1071},"Behaviour is visible in real-life events, but also on social media. While some national medical organizations have published social media guidelines, the number of studies on professional social media use in medical education is limited. This study aims to explore social media use among medical students, residents and medical specialists. An anonymous, online survey was sent to 3844 medical students at two Dutch medical schools, 828 residents and 426 medical specialists. Quantitative, descriptive data analysis regarding demographic data, yes\u002Fno questions and Likert scale questions were performed using SPSS. Qualitative data analysis was performed iteratively, independently by two researchers applying the principles of constant comparison, open and axial coding until consensus was reached. Overall response rate was 24.8%. Facebook was most popular among medical students and residents; LinkedIn was most popular among medical specialists. Personal pictures and\u002For information about themselves on social media that were perceived as unprofessional were reported by 31.3% of students, 19.7% of residents and 4.1% of medical specialists. Information and pictures related to alcohol abuse, partying, clinical work or of a sexually suggestive character were considered inappropriate. Addressing colleagues about their unprofessional posts was perceived to be mainly dependent on the nature and hierarchy of the interprofessional relation. There is a widespread perception that the presence of unprofessional information on social media among the participants and their colleagues is a common occurrence. Medical educators should create awareness of the risks of unprofessional (online) behaviour among healthcare professionals, as well as the necessity and ways of addressing colleagues in case of such lapses.",{"EN":1073},"Perception of social media behaviour among medical students, residents and medical specialists",{"VOID":1075},"Accreditation Council for Graduate Medical Education. The ACGME 2011 duty hour standard enhancing quality of care, supervision and resident professional development. Chicago: ACGME; 2011.\nGeneral Medical Council. Good medical practice. 2019. https:\u002F\u002Fwww.gmc-uk.org\u002Fethical-guidance\u002Fethical-guidance-for-doctors\u002Fgood-medical-practice. Accessed 10 Mar 2019\nVan Luijk SJ, Gorter RC, van Mook WN. Promoting professional behaviour in undergraduate medical, dental and veterinary curricula in the Netherlands: evaluation of a joint effort. Med Teach. 2010;32:733–9.\nMontini T, Noble AA, Stelfox HT. Content analysis of patient complaints. Int J Qual Health Care. 2008;20:412–20.\nPapadakis MA, Teherani A, Banach MA, et al. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med. 2005;353:2673–82.\nPapadakis MA, Arnold GK, Blank LL, Holmboe ES, Lipner RS. Performance during internal medicine residency training and subsequent disciplinary action by state licensing boards. Ann Intern Med. 2008;148:869–76.\nPapadakis MA, Hodgson CS, Teherani A, Kohatsu ND. Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Acad Med. 2004;79:244–9.\nKrupat E, Dienstag JL, Padrino SL, et al. Do professionalism lapses in medical school predict problems in residency and clinical practice? Acad Med. 2020;95:888–95.\nVan Mook WNKA, van Luijk SJ, Fey-Schoenmakers MJG, Gulikers MTH, Schuwirth LW, Van der Vleuten CPM. Bespreking en beoordeling van professioneel gedrag aan de Faculteit Geneeskunde te Maastricht. TMEO. 2007;26:237–46.\nVan Mook WN, De Grave WS, Wass V, et al. Professionalism: evolution of the concept. Eur J Intern Med. 2009;20:e81–e4.\nCruess SR, Cruess RL, Steinert Y. Supporting the development of a professional identity: general principles. Med Teach. 2019;41:641–9.\nKaplan AM, Haenlein M. Users of the world, unite! The challenges and opportunities of social media. Bus Horiz. 2010;53:59–68.\nSmailhodzic E, Hooijsma W, Boonstra A, Langley DJ. Social media use in healthcare: a systematic review of effects on patients and on their relationship with healthcare professionals. BMC Health Serv Res. 2016;16:442.\nCheston CC, Flickinger TE, Chisolm MS. Social media use in medical education: a systematic review. Acad Med. 2013;88:893–901.\nSterling M, Leung P, Wright D, Bishop TF. The use of social media in graduate medical education: a systematic review. Acad Med. 2017;92:1043–56.\nSedrak MS, Sun V, Liu J, et al. Physician perceptions of the use of social media for recruitment of patients in cancer clinical trials. JAMA Netw Open. 2019;2:e1911528.\nFarnan JM, Snyder Sulmasy L, Worster BK, et al. Online medical professionalism: patient and public relationships: policy statement from the American College of Physicians and the Federation of State Medical Boards. Ann Intern Med. 2013;158:620–7.\nBritish Medical Association. Social media, ethics and professionalism—BMA guidance. 2018. https:\u002F\u002Fwww.bma.org.uk\u002Fmedia\u002F1851\u002Fbma-ethics-guidance-on-social-media-2018.pdf. Accessed 11 Mar 2019\nKoninklijke Nederlandsche Maatschappij tot bevordering der Geneeskunst. KNMG-handreiking Artsen en social media. 2020. https:\u002F\u002Fwww.knmg.nl\u002Fpdf\u002Fsociale-media\u002F. Accessed 23 Feb 2020\nJain SH. Practicing medicine in the age of Facebook. N Engl J Med. 2009;361:649–51.\nFenwick T. ocial media and medical professionalism: rethinking the debate and the way forward. Acad Med. 2014;89:1331–4.\nChretien KC, Kind T. Climbing social media in medicine’s hierarchy of needs. Acad Med. 2014;89:1318–20.\nGarner J, O’Sullivan H. Facebook and the professional behaviours of undergraduate medical students. Clin Teach. 2010;7:112–5.\nBarlow CJ, Morrison S, Stephens HO, Jenkins E, Bailey MJ, Pilcher D. Unprofessional behaviour on social media by medical students. Med J Aust. 2015;203:439.\nEconomides JM, Choi YK, Fan KL, Kanuri AP, Song DH. Are we witnessing a paradigm shift? A systematic review of social media in residency. Plast Reconstr Surg Glob Open. 2019;7:e2288.\nHardouin S, Cheng TW, Mitchell EL, et al. RETRACTED: Prevalence of unprofessional social media content among young vascular surgeons. J Vasc Surg. 2020;72:667–71.\nSosa JA. Editorial: Doubling down on diversity in the wake of the #MedBikini controversy. World J Surg. 2020;44:3587–8.\nCorbin J, Strauss A. Basics of qualitative research: techniques and procedures for developing grounded theory. 3rd ed. Thousand Oaks: SAGE; 2007.\nUdawatta M, Ng E, Phillips HW, et al. Age-related differences in social media use in the neurosurgical community: a multi-institutional study. Clin Neurol Neurosurg. 2019;180:97–100.\nLangenfeld SJ, Vargo DJ, Schenarts PJ. Balancing privacy and professionalism: a survey of general surgery program directors on social media and surgical education. J Surg Educ. 2016;73:e28–e32.\nMak-van der Vossen MC, Teherani A, van Mook WNKA, Croiset G, Kusurkar RA. Investigating US medical students’ motivation to respond to lapses in professionalism. Med Educ. 2018;52:838–50.",{"VOID":1077},"10.1007\u002Fs40037-021-00660-1","https:\u002F\u002Fpmejournal.org\u002Farticles\u002F10.1007\u002FS40037-021-00660-1",[1080,1104,1119,1132,1147,1160],{"id":1081,"sortIndex":32,"researcher":28,"roles":1082,"affiliations":1083,"properties":1101,"displayName":1103,"givenName":28,"familyName":28},"91135ce5-d383-4073-a12b-d1b95a67a8c1",[978],[1084,1092],{"id":1085,"sortIndex":32,"affiliation":1086,"properties":28},"961868f8-7d4b-4ccb-8072-c664ef5c1617",{"id":1085,"createTime":28,"updateTime":28,"relativeEntities":1087,"slug":28,"properties":1088,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1091,"statistic":28},[],{"title":1089},{"EN":1090},"Faculty of Health, Medicine & Life Sciences, Maastricht University, Maastricht, The Netherlands",[],{"id":1093,"sortIndex":40,"affiliation":1094,"properties":1100},"84d7d7ba-d285-486b-815c-ddf2f9814adb",{"id":1093,"createTime":28,"updateTime":28,"relativeEntities":1095,"slug":28,"properties":1096,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1099,"statistic":28},[],{"title":1097},{"VI":1098},"Academy for Postgraduate Medical Training, Maastricht University Medical Centre, Maastricht, The Netherlands",[],{},{"title":1102},{"VI":1103},"Sebastiaan A. Pronk",{"id":1105,"sortIndex":40,"researcher":28,"roles":1106,"affiliations":1107,"properties":1116,"displayName":1118,"givenName":28,"familyName":28},"68fd167d-7828-43ad-9934-49c0c34bd48e",[978],[1108],{"id":1109,"sortIndex":32,"affiliation":1110,"properties":28},"b28a4419-84b1-414d-b897-57418c51cb40",{"id":1109,"createTime":28,"updateTime":28,"relativeEntities":1111,"slug":28,"properties":1112,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1115,"statistic":28},[],{"title":1113},{"VI":1114},"Department of Internal Medicine, Division of Rheumatology, Maastricht University Medical Centre, Maastricht, The Netherlands",[],{"title":1117},{"VI":1118},"Simone L. Gorter",{"id":1120,"sortIndex":123,"researcher":28,"roles":1121,"affiliations":1122,"properties":1129,"displayName":1131,"givenName":28,"familyName":28},"cf342b6f-7e2c-486a-bf29-1c1be11431a1",[978],[1123],{"id":1093,"sortIndex":32,"affiliation":1124,"properties":28},{"id":1093,"createTime":28,"updateTime":28,"relativeEntities":1125,"slug":28,"properties":1126,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1128,"statistic":28},[],{"title":1127},{"VI":1098},[],{"title":1130},{"VI":1131},"Scheltus J. van Luijk",{"id":1133,"sortIndex":42,"researcher":28,"roles":1134,"affiliations":1135,"properties":1144,"displayName":1146,"givenName":28,"familyName":28},"b5e60ad3-55aa-41c7-91a3-6cd5286d9af3",[978],[1136],{"id":1137,"sortIndex":32,"affiliation":1138,"properties":28},"22f20e0e-99d8-4b07-a465-fbc4214ee995",{"id":1137,"createTime":28,"updateTime":28,"relativeEntities":1139,"slug":28,"properties":1140,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1143,"statistic":28},[],{"title":1141},{"VI":1142},"Department of Public Health and Primary Care, Leiden University Medical Centre, Leiden, the Netherlands",[],{"title":1145},{"VI":1146},"Pieter C. 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When disseminating scholarly work, how one selects the journal to which they submit is often argued to be a key determinant of subsequent success. To draw more evidence-based recommendations in this regard, we surveyed successful scholars working in HPE regarding their perspectives and experiences with journal selection. We conducted an international survey of HPE scholars, investigating their decisions regarding journal choice. Corresponding authors were identified from a sample of 4000 papers published in 2019 and 2020. They were invited via email with up to four reminders. We describe their experience and use principle component and regression analyses to identify factors associated with successful acceptance. In total, 863 responses were received (24.7% response rate), 691 of which were included in our analyses. Two thirds of respondents had their manuscripts accepted at their first-choice journal with revisions required in 98% of cases. We identified six priority factors when choosing journals. In descending order of importance, they were: fit, impact, editorial reputation, speed of dissemination, breadth of dissemination, and guidance from others. Authors who prioritised fit higher and who selected a journal earlier were more likely to have their manuscripts accepted at their first-choice journal. Based on our results we make three recommendations for authors when writing manuscripts: do not be disheartened by a revise decision, consider journal choice early in the research process, and use the fit between your manuscript and the journal as the main factor driving journal choice.",{"EN":1256},"A method for the madness: An international survey of health professions education authors’ journal choice",{"VOID":1258},"Sherbino J, Frank JR, Snell L. Defining the key roles and competencies of the clinician-educator of the 21st century: A national mixed-methods study. Acad Med. 2014;89:783–9.\nGlassick CE. Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad Med. 2000;75:877–80.\nHu WCY, Thistlethwaite JE, Weller J, Gallego G, Monteith J, McColl GJ. “It was serendipity”: A qualitative study of academic careers in medical education. Med Educ. 2015;49:1124–36.\nDoja A, Horsley T, Sampson M. Productivity in medical education research: An examination of countries of origin. BMC Med Educ. 2014;14:1–9.\nThomas MP. The geographic and topical landscape of medical education research. BMC Med Educ. 2019;19:1–5.\nDeputy editors of Medical Education. Good advice from the deputy editors of Medical Education. Med Educ. 2012;46:828–9.\nGinsburg S, Lynch M, Walsh CM. A fine balance: How authors strategize around journal submission. Acad Med. 2018;93:1176–81.\nFrank E. Authors’ criteria for selecting journals. JAMA. 1994;272:163–4.\nSandesh N, Wahrekar S. Choosing the scientific journal for publishing research work: Perceptions of medical and dental researchers. Clujul Med. 2017;90:196–202.\nEva KW. The reviewer is always right: Peer review of research in Medical Education. Med Educ. 2009;43:2–4.\nCalcagno V, Demoinet E, Gollner K, Guidi L, Ruths D, de Mazancourt C. Flows of research manuscripts among scientific journals reveal hidden submission patterns. Science. 2012;338:1065–9.\nDillman DA, Smyth JD, Christian LM. Internet, phone, mail, and mixed-mode surveys: The tailored design method. 4th ed. Hoboken: Wiley; 2014.\nArtino AR, Driessen EW, Maggio LA. Ethical shades of gray: International frequency of scientific misconduct and questionable research practices in health professions education. Acad Med. 2019;94:76–84.\nSuperchi C, González JA, Solà I, Cobo E, Hren D, Boutron I. Tools used to assess the quality of peer review reports: A methodological systematic review. BMC Med Res Methodol. 2019;19:1–14.\nPhillips AW, Reddy S, Durning SJ. Improving response rates and evaluating nonresponse bias in surveys: AMEE Guide No. 102. Med Teach. 2016;38:217–28.\nThe American Association for Public Opinion Research. Standard definitions: Final dispositions of case codes and outcome rates for surveys. 9th ed. Multivariate behavioral research, Vol. 25. 2016.\nKaiser HF, Rice J. Little Jiffy, Mark IV. Educ Psychol Meas. 1974;34:111–7.\nMaggio LA, Ninkov A, Frank JR, Costello JA, Artino AR Jr. Delineating the field of medical education: Bibliometric research approach(es). Med Educ. 2021; https:\u002F\u002Fdoi.org\u002F10.1111\u002Fmedu.14677.\nWang X, Cheng Z. Cross-sectional studies: Strengths, weaknesses, and recommendations. 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Bedside teaching in medical education: a literature review. Perspect Med Educ. 2014;3:76–88.\nQureshi Z. Back to the bedside: the role of bedside teaching in the modern era. Perspect Med Educ. 2014;3:69–72.\nGoldacre MJ, Lambert TW, Svirko E. Foundation doctors’ views on whether their medical school prepared them well for work: UK graduates of 2008 and 2009. Postgrad Med J. 2014;90:63–8.\nShulman LS. Signature pedagogies in the professions. Daedalus. 2005;134:52–9.\nDornan T, Tan N, Boshuizen H, et al. How and what do medical students learn in clerkships? Experience based learning. Adv Health Sci Educ Theory Pract. 2014 (in press).\nSfard A. On two metaphors for learning and the dangers of choosing just one. Educ Res. 1998;27:4–13.\nBennett D, McCarthy M, O’Flynn S, Kelly M. In the eye of the beholder: student perspectives on professional roles in practice. 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continues to be a disjoint between the emergence of new diagnostic technologies and venues to train new physicians on how to apply them. Next-generation sequencing (NGS) has become a very important tool for a wide range of clinical applications. Technical complexity and cost have been the major obstacles in incorporating these technologies into the classroom. We opted to use the MinION, which is a new portable DNA sequencer that can produce data in real-time at a relatively low cost, for a NGS hands-on workshop with medical students. We conducted a pilot NGS hands-on practical module in order to expose an interested group of medical students to this new portable sequencer device. A pre- and post-survey, using a Likert-type scale survey items and open-ended questions, evaluated participant resistance to new diagnostic tools, familiarity with NGS, and likelihood to use a portable sequencer in clinical practice. Prior to participating in our learning workshop, students did not understand how to incorporate NGS into clinical practice, and expressed that cost and prior training\u002Fknowledge were among the limiting factors in their likelihood to use NGS as a diagnostic tool. After participating in the module, students’ responses demonstrated a shift in their understanding of the scientific principles and applications of NGS (pre- and post-survey scores p \u003C 0.05). The hands-on experience not only helped students become closer to and more comfortable with NGS, but also served as a venue to discuss the science and application of this technology in medicine. Such discussion helped to provide participants with current “genetic literacy” that is often incompletely covered in the typical undergraduate medical education curriculum.",{"EN":1496},"Teaching next-generation sequencing to medical students with a portable sequencing device",{"VOID":1498},"Saeb ATM. Current Bioinformatics resources in combating infectious diseases. Bioinformation. 2018;14:31–5.\nSingh RR, Luthra R, Routbort M, Patel K, Medeiros L. Implementation of Next Generation Sequencing in clinical molecular diagnostic laboratories: advantages, challenges and potential. Exper Rev Prec Med Drug Devel. 2016;11:109–20.\nAlekseyev YO, Fazeli R, Yang S, et al. A next-generation sequencing primer-how does it work and what can it do? Acad Pathol. 2018;5:2374289518766521.\nBurris HA, Saltz LB, Yu PP. Assessing the value of next-generation sequencing tests in a dynamic environment. Am Soc Clin Oncol Educ Book. 2018;38:139–46.\nHartman MR, Harrington KT, Etson CM, Fierman MB, Slonim DK, Walt DR. Personal microbiomes and next-generation sequencing for laboratory-based education. FEMS Microbiol Lett. 2016; https:\u002F\u002Fdoi.org\u002F10.1093\u002Ffemsle\u002Ffnw266.\nLinderman MD, Bashir A, Diaz GA, et al. Preparing the next generation of genomicists: a laboratory-style course in medical genomics. BMC Med Genomics. 2015;8:47.\nBowling B, Zimmer E, Pyatt RE. Bringing next-generation sequencing into the classroom through a comparison of molecular biology techniques. Am Biol Teach. 2014;76:396–401.\nHartman M. Next-gen sequencing in the high school classroom. BOSLAB, Tufts University; 2017. http:\u002F\u002Fase.tufts.edu\u002Fchemistry\u002Fwalt\u002Fsepa\u002FBosLab\u002F2017-04-11boslab_web.pdf.\nLabster. Labster virutal lab: next generation simulation. 2019.\nLaver T, Harrison J, O’Neill PA, et al. Assessing the performance of the Oxford Nanopore Technologies MinION. Biomol Detect Quantif. 2015;3:1–8.\nMikheyev AS, Tin MM. A first look at the Oxford Nanopore MinION sequencer. Mol Ecol Resour. 2014;14:1097–102.\nKrishnakumar R, Sinha A, Bird SW, et al. Systematic and stochastic influences on the performance of the MinION nanopore sequencer across a range of nucleotide bias. Sci Rep. 2018;8:3159.\nTyler AD, Mataseje L, Urfano CJ, et al. Evaluation of oxford Nanopore’s minION sequencing device for microbial whole genome sequencing applications. Sci Rep. 2018;8:10931.\nWinand R, Bogaerts B, Hoffman S, et al. Targeting the 16s Rrna gene for bacterial identification in complex mixed samples: comparative evaluation of second (Illumina) and third (oxford nanopore technologies) generation sequencing technologies. Int J Mol Sci. 2019;21(1):298.\nCitizen Sequencers. Taking oxford nanopore’s MinION to the classroom and beyond. BioIT World. 2015.\nSullivan GM, Artino AR Jr. Analyzing and interpreting data from likert-type scales. J Grad Med Educ. 2013;5:541–2.",{"VOID":1500},"10.1007\u002Fs40037-020-00568-2","https:\u002F\u002Fpmejournal.org\u002Farticles\u002F10.1007\u002FS40037-020-00568-2",[1503,1518,1531],{"id":1504,"sortIndex":32,"researcher":28,"roles":1505,"affiliations":1506,"properties":1515,"displayName":1517,"givenName":28,"familyName":28},"70d065a2-d1ac-4888-86ce-2b64882ed3fe",[978],[1507],{"id":1508,"sortIndex":32,"affiliation":1509,"properties":28},"4b4074aa-7720-4094-bd3d-07e3320c83d2",{"id":1508,"createTime":28,"updateTime":28,"relativeEntities":1510,"slug":28,"properties":1511,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1514,"statistic":28},[],{"title":1512},{"VI":1513},"Paul L Foster School of Medicine, Texas Tech University Health Sciences Center, El Paso, USA",[],{"title":1516},{"VI":1517},"Jorge 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writing: Strategies and activities for writing productively together",{"VOID":1608},"Bennett LM, Gadlin H, Levine-Finley S. Collaboration and team science: a field guide. Bethesda: National Institutes of. Health. 2010.\nBerndt AE. Developing collaborative research agreements. J Emerg Nurs. 2011;37:497–8.\nLowry PB, Curtis A. Lowry MR Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice. J Bus Commun. 2004;41:66–99.\nEde L, Lunsford A. Singular texts\u002Fplural authors: perspectives on collaborative writing. Carbondale, IL: Southern. Illinois: University Press; 1990.\nSharples M, Pemberton L. Representing writing: external representations and the writing process. In: Holt P, Williams N, editors. Computers and writing: state of the art. Oxford, UK: Intellect. : Kluwer Academic; 1992.\nLingard L. Does your discussion realize its potential? Perspect Med Educ. 2017;6:344–6.\nLingard L, Watling C. It’s a story, not a study: writing an effective research paper. Acad Med2016;91:e12.\nLarsen-Ledet I, Korsgaard H. Territorial functioning in collaborative writing: fragmented exchanges and common outcomes. Comput Supported Coop Work. 2019;28:391–433.",{"VOID":1610},"10.1007\u002Fs40037-021-00668-7","https:\u002F\u002Fpmejournal.org\u002Farticles\u002F10.1007\u002FS40037-021-00668-7",[1613],{"id":1614,"sortIndex":32,"researcher":28,"roles":1615,"affiliations":1616,"properties":1625,"displayName":1627,"givenName":28,"familyName":28},"75c75c2d-e3ff-4135-be7b-abdb935328a8",[978],[1617],{"id":1618,"sortIndex":32,"affiliation":1619,"properties":28},"d8021d67-048c-42b4-bfae-a41fd55e970e",{"id":1618,"createTime":28,"updateTime":28,"relativeEntities":1620,"slug":28,"properties":1621,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1624,"statistic":28},[],{"title":1622},{"VI":1623},"Department of Medicine, Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Canada",[],{"title":1626},{"VI":1627},"Lorelei Lingard",{"url":1611,"publisher":1629,"properties":1675},{"id":868,"createTime":869,"updateTime":870,"relativeEntities":1630,"slug":872,"properties":1631,"entityType":25,"verifyStatus":882,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"subjectFields":1635,"manageAffiliations":1644,"indexDatabases":1655,"url":28,"thumbnailPath":28,"statistic":1670,"gsStatistic":28,"type":55,"analyzePriority":28},[],{"issn":1632,"title":1633,"eissn":1634},{"VOID":877},{"EN":879},{"VOID":875},[1636,1640],{"id":885,"createTime":28,"updateTime":28,"relativeEntities":1637,"label":1638,"description":1639,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":888,"VI":889},{},{"id":892,"createTime":28,"updateTime":28,"relativeEntities":1641,"label":1642,"description":1643,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":895},{},[1645,1650],{"id":899,"createTime":28,"updateTime":28,"relativeEntities":1646,"slug":28,"properties":1647,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1649,"statistic":28},[],{"title":1648},{"EN":903},[],{"id":906,"createTime":28,"updateTime":28,"relativeEntities":1651,"slug":28,"properties":1652,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1654,"statistic":28},[],{"title":1653},{"EN":910},[],[1656,1663],{"id":914,"indexDatabase":1657,"url":920,"indexYears":921,"academicFieldIds":1662,"indexDatabaseRanking":925},{"id":775,"createTime":28,"updateTime":28,"relativeEntities":1658,"label":1659,"description":1660,"key":781,"publicationTags":1661,"standard":28},[],{"EN":778,"VI":778},{"EN":778,"VI":780},[783],[923,924],{"id":927,"indexDatabase":1664,"url":939,"indexYears":28,"academicFieldIds":1669,"indexDatabaseRanking":28},{"id":929,"createTime":28,"updateTime":28,"relativeEntities":1665,"label":1666,"description":1667,"key":936,"publicationTags":1668,"standard":28},[],{"EN":932,"VI":932},{"EN":934,"VI":935},[938,813],[941,942],{"impactFactor":32,"impactFactorByYear":1671,"i10Index":279,"i10IndexLast5Year":32,"totalPublication":945,"totalPublicationByYear":1672,"totalCitation":947,"totalCitationByYear":1673,"totalCitationPerPublication":949,"totalCitationPerPublicationByYear":1674,"hindexLast5Year":136,"hindex":136},{"2018":105,"2019":734},{"2012":135,"2013":148,"2014":136,"2015":137,"2016":200,"2017":150,"2018":149,"2019":141,"2020":281,"2021":278,"2022":130},{"2017":330},{"2017":951},{"pages":1676,"volume":1678},{"VOID":1677},"163-166",{"VOID":1242},"2021-05-07",[938,925],{"id":1682,"createTime":1683,"updateTime":1683,"relativeEntities":1684,"slug":28,"properties":1685,"entityType":971,"verifyStatus":882,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1694,"fullTextUrl":28,"authors":1695,"publicationType":1006,"publisherRelationship":1769,"citationCount":28,"citationInfo":28,"publishDate":1821,"publishYear":1822,"citationAnalyzeStatus":882,"lastCitationAnalyze":28,"indexDatabases":1823,"openAccess":28,"references":28,"isForceReanalyzing":1062},"04fe6be0-eb14-4df6-b71a-659156456078","2024-01-27T16:42:36.035+00:00",[],{"abstract":1686,"title":1688,"references":1690,"doi":1692},{"EN":1687},"Medical and healthcare professionals’ empathy for patients is crucially important for patient care. Some studies have suggested that a significant decline in empathy occurs during clinical training years in medical school as documented by self-assessed empathy scales. Moreover, a recent study provided qualitative evidence that communication skills training in an examination context, such as in an objective structured clinical examination, might stimulate perspective taking but inhibit the development of compassionate care. Therefore, the current study examined how perspective taking and compassionate care relate to medical students’ willingness to show empathic behaviour and how these relations may change with communication skills training. A total of 295 fourth-year Japanese medical students from three universities completed the Jefferson Empathy Scale and a newly developed set of items on willingness to show empathic behaviour twice after communication skills training, pertaining to post-training and retrospectively for pre-training. The findings indicate that students’ willingness to show empathic behaviour is much more correlated with perspective taking than with compassionate care. Qualitative descriptive analysis of open-ended question responses revealed a difficulty of feeling compassion despite showing empathic behaviour. These findings shed light on the conceptual structure of empathy among medical students and generate a number of hypotheses for future intervention and longitudinal studies on the relation between communication skills training and empathy.",{"EN":1689},"Communication skills training and the conceptual structure of empathy among medical students",{"VOID":1691},"Hojat M, Louis DZ, Markham FW, Wender R, Rabinowitz C, Gonnella JS. Physicians’ empathy and clinical outcomes for diabetic patients. Acad Med. 2011;86:359–64.\nHojat M, Vergare MJ, Isenberg G, Cohen M, Spandorfer J. Underlying construct of empathy, optimism, and burnout in medical students. Int J Med Educ. 2015;6:12–6.\nSanten SA, Holt DB, Kemp JD, Hemphill RR. Burnout in medical students: examining the prevalence and associated factors. South Med J. 2010;103:758–63.\nHojat M, Vergare MJ, Maxwell K, Brainard G, Herrine SK, Isenberg GA, Veloski J, Gonnella JS. The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med. 2009;84:1182–91.\nNeumann M, Edelhäuser F, Tauschel D, et al. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med. 2011;86:996–1009.\nThomas MR, Dyrbye LN, Huntington JL, Lawson KL, Novotny PJ, Sloan JA, Shanafelt TD. How do distress and well-being relate to medical student empathy? A multicentre study. J Gen Intern Med. 2007;22:177–83.\nSmith KE, Norman GJ, Decety J. The complexity of empathy during medical school training: evidence for positive changes. Med Educ. 2017;51:1146–59.\nHojat M, Mangione S, Nasca TJ, et al. An empirical study of decline in empathy in medical school. Med Educ. 2004;38:934–41.\nHojat M, Gonnella JS, Veloski J. Rebuttals to critics of studies of the decline of empathy. Acad Med. 2010;85:1812.\nRoff S. Reconsidering the ‘decline’ of medical student empathy as reported in studies using the Jefferson Scale of Physician Empathy-Student version (JSPE-S). Med Teach. 2015;37:783–6.\nHojat M, Mangione S, Nasca TJ, et al. The Jefferson Scale of Physician Empathy: development and preliminary psychometric data. Educ Psychol Meas. 2001;61:349–65.\nHojat M, Gonnella JS, Nasca TJ, Mangione S, Veloski J, Magee M. The Jefferson Scale of Physician Empathy: further psychometric data and differences by gender and specialty at item level. Acad Med. 2002;77:S58–S60.\nHojat M, Gonnella JS, Nasca TJ, Mangione S, Veloski J, Magee M. Physician empathy: definition, components, measurement, and relationship to gender and specialty. Am J Psychol. 2002;159:1563–9.\nGladstein GA. Understanding empathy: integrating counselling, developmental, and social psychology perspectives. J Couns Psychol. 1983;30:467–82.\nHojat M, Gonnella JS, Mangione S, Nasca TJ, Magee M. Physician empathy in medical education and practice: experience with the Jefferson Scale of Physician Empathy. Semin Integr Med. 2003;1:25–41.\nHojat M, Louis DZ, Maxwell K, Markham F, Wender R, Gonnella JS. Patient perceptions of physician empathy, satisfaction with physician, interpersonal trust, and compliance. Int J Med Educ. 2010;1:83.\nHojat M. Empathy in patient care: antecedents, development, measurement, and outcomes. New York: Springer; 2007.\nKataoka HU, Koide N, Ochi K, Hojat M, Gonnella JS. Measurement of empathy among Japanese medical students: psychometrics and score differences by gender and level of medical education. Acad Med. 2009;84:1192–7.\nAomatsu M, Otani T, Tanaka A, Ban N, Van Dalen J. Medical students’ and residents’ conceptual structure of empathy: a qualitative study. Educ Health (Abingdon). 2013;26:4–8.\nOrne MT. On the social psychology of the psychological experiment: with particular reference to demand characteristics and their implications. Am Psychol. 1962;17:776.\nHoward GS, Dailey PR. Response-shift bias: a source of contamination of self-report measures. J Appl Psychol. 1979;62:144.\nHojat M, LaNoue M. Exploration and confirmation of the latent variable structure of the Jefferson scale of empathy. Int J Med Educ. 2014;5:73–81.\nJamovi project. Jamovi (version 0.8.1.18). 2018. https:\u002F\u002Fwww.jamovi.org. Accessed 9 Feb 2018.\nEnders CK. A primer on maximum likelihood algorithms available for use with missing data. Struct Equ Modeling. 2001;8:128–41.\nSandelowski M. Focus on research methods – whatever happened to qualitative description? Res Nurs Health. 2000;23:334–40.\nHu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct Equ Modeling. 1999;6(1):55.\nLeppink J, Paas F, Van der Vleuten CPM, Van Gog T, Van Merriënboer JJG. Development of an instrument for measuring different types of cognitive load. Behav Res Methods. 2013;45:1058–72.\nGlaser KM, Markham FW, Adler HM, McManus PR, Hojat M. Relationships between scores on the Jefferson Scale of physician empathy, patient perceptions of physician empathy, and humanistic approaches to patient care: a validity study. Med Sci Monit. 2007;13:CR291–CR4.\nHojat M, Mangione S, Nasca TJ, Gonnella JS, Magee M. Empathy scores in medical school and ratings of empathic behavior in residency training 3 years later. J Soc Psychol. 2005;145:663–72.\nPohl CA, Hojat M, Arnold L. Peer nominations as related to academic attainment, empathy, personality, and specialty interest. Acad Med. 2011;86:747–51.\nNishigori H, Harrison R, Busari J, Dornan T. Bushido and medical professionalism in Japan. Acad Med. 2014;89:560–3.\nLeppink J, Duvivier R. Twelve tips for medical curriculum design from a cognitive load theory perspective. Med Teach. 2016;38:669–74.\nLeppink J, Van den Heuvel A. The evolution of cognitive load theory and its application to medical education. Perspect Med Educ. 2015;4:119–27.\nFraser K, Huffman J, Ma I, Sobczak M, McIlwrick J, Wright B, McLaughlin K. The emotional and cognitive impact of unexpected simulated patient death: a randomized controlled trial. Chest. 2014;145:958–63.\nFraser K, Ma I, Teteris E, Baxter H, Wright B, McLaughlin K. Emotion, cognitive load and learning outcomes during simulation training. Med Educ. 2012;46:1055–62.\nLafleur A, Côté L, Leppink J. Influences of OSCE design on students’ diagnostic reasoning. Med Educ. 2015;49:203–14.\nGilbert M. The process communication model: understanding ourselves and others. NASSP Bull. 1996;80:75–80.\nKahler Communications. Process communication model. 1977. https:\u002F\u002Fwww.kahlercommunications.com\u002Fpcm. Accessed 9 Feb 2018.",{"VOID":1693},"10.1007\u002Fs40037-018-0431-z","https:\u002F\u002Fpmejournal.org\u002Farticles\u002F10.1007\u002FS40037-018-0431-Z",[1696,1711,1726,1741,1756],{"id":1697,"sortIndex":32,"researcher":28,"roles":1698,"affiliations":1699,"properties":1708,"displayName":1710,"givenName":28,"familyName":28},"e75a90ab-401a-4eda-abdb-b7a179d21c13",[978],[1700],{"id":1701,"sortIndex":32,"affiliation":1702,"properties":28},"734957c0-f62f-4bf2-9ada-625ba728dd15",{"id":1701,"createTime":28,"updateTime":28,"relativeEntities":1703,"slug":28,"properties":1704,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1707,"statistic":28},[],{"title":1705},{"VI":1706},"International Research Center for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan",[],{"title":1709},{"VI":1710},"Daisuke 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where clinical experiences are analyzed to gain greater understanding and meaning, is an important step in workplace learning. Residency programs must teach their residents the skills needed for deep reflection. Medical educators may find it difficult to construct a curriculum which includes the key elements needed to enable learners to attain these skills. When we first implemented reflection into our residency curriculum, we soon realized that our curriculum only taught residents how to engage in superficial reflection. Our curriculum lacked some key elements. To help guide the transformation of our curriculum, we combed the literature for best practices. The CONTeMPLATE mnemonic was born out of this process. It is a tool to help medical educators consider and implement key elements required to enable deep reflection. The purpose of this article is to show medical educators how they can use the CONTeMPLATE mnemonic to incorporate reflective practice into their own curriculum.",{"EN":1943},"CONTeMPLATE—a mnemonic to help medical educators infuse reflection into their residency curriculum",{"VOID":1945},"Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2009;14:595.\nTeunissen PW, Scheele F, Scherpbier AJ, et al. How residents learn: qualitative evidence for the pivotal role of clinical activities. Med Educ. 2007;41:763–70.\nWald HS, Borkan JM, Taylor JS, Anthony D, Reis SP. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing. Acad Med. 2012;87:41–50.\nAronson L, Niehaus B, Lindow J, Robertson PA, O’Sullivan PS. Development and pilot testing of a reflective learning guide for medical education. Med Teach. 2011;33:e515–e21.\nThomas PA, Kern DE. Curriculum development for medical education: a six-step approach. 3rd ed. Baltimore: John Hopkins University Press; 2016.\nAtkins S, Murphy K. Reflection: a review of the literature. J Adv Nurs. 1993;18:1188–92.\nNothnagle M, Anandarajah G, Goldman RE, Reis S. Struggling to be self-directed: residents’ paradoxical beliefs about learning. Acad Med. 2011;86:1539–44.\nFrank JR, Snell L, Sherbino J. CanMEDS 2015 physician competency framework. 2017. http:\u002F\u002Fcanmeds.royalcollege.ca\u002Fuploads\u002Fen\u002Fframework\u002FCanMEDS%202015%20Framework_EN_Reduced.pdf. Accessed 10 Jan 2015.\nErtmer PA, Newby TJ. The expert learner: strategic, self-regulated, and reflective. Instr Sci. 1996;24:1–24.\nButani L, Bannister SL, Rubin A, Forbes KL. How educators conceptualize and teach reflective practice: a survey of north American Pediatric Medical Educators. Acad Pediatr. 2017;17:303–9.\nMann KV. Faculty development to promote role-modeling and reflective practice. Dordrecht: Springer; 2014. pp. 245–64.\nKorthagen F, Vasalos A. Levels in reflection: core reflection as a means to enhance professional growth. Teach Teach. 2005;11:47–71.\nHenderson E, Berlin A, Freeman G, Fuller J. Twelve tips for promoting significant event analysis to enhance reflection in undergraduate medical students. Med Teach. 2002;24:121–4.\nWen CC, Lin MJ, Lin CW, Chu SY. Exploratory study of the characteristics of feedback in the reflective dialogue group given to medical students in a clinical clerkship. Med Educ Online. 2015;20:25965. https:\u002F\u002Fdoi.org\u002F10.3402\u002Fmeo.v20.25965.\nDekker H, Schonrock-Adema J, Snoek JW, van der Molen T, Cohen-Schotanus J. Which characteristics of written feedback are perceived as stimulating students’ reflective competence: an exploratory study. BMC Med Educ. 2013;13:94.\nReis SP, Wald HS, Monroe AD, Borkan JM. Begin the BEGAN (The Brown Educational Guide to the Analysis of Narrative)—a framework for enhancing educational impact of faculty feedback to students’ reflective writing. Patient Educ Couns. 2010;80:253–9.\nCote L, Laughrea PA. Preceptors’ understanding and use of role modeling to develop the CanMEDS competencies in residents. Acad Med. 2014;89:934–9.\nSchaub-de Jong MA, Schönrock-Adema J, Dekker H, Verkerk M, Cohen-Schotanus J. Development of a student rating scale to evaluate teachers’ competencies for facilitating reflective learning. 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In this study, we aimed to identify the various types of physician information needs and how these needs relate to physicians’ use of the database PubMed and the evidence summary tool UpToDate. We conducted semi-structured interviews with physicians (Stanford University, United States; n = 13; and University Medical Center Utrecht, the Netherlands; n = 9), eliciting participants’ descriptions of their information needs and related use of PubMed and\u002For UpToDate. Using thematic analysis, we identified six information needs: refreshing, confirming, logistics, teaching, idea generating and personal learning. Participants from both institutions similarly described their information needs and selection of resources. The identification of these six information needs and their relation to PubMed and UpToDate expands upon previously identified physician information needs and may be useful to medical educators designing evidence-based practice training for physicians.\n","Các bác sĩ có nhiều nhu cầu thông tin phát sinh tại điểm chăm sóc nhưng thường không được đáp ứng vì nhiều lý do, bao gồm sự không chắc chắn về việc lựa chọn tài nguyên thông tin nào. Trong nghiên cứu này, chúng tôi nhằm mục đích xác định các loại nhu cầu thông tin khác nhau của bác sĩ và cách những nhu cầu này liên quan đến việc sử dụng cơ sở dữ liệu PubMed và công cụ tóm tắt bằng chứng UpToDate của các bác sĩ. Chúng tôi đã thực hiện các cuộc phỏng vấn nửa cấu trúc với các bác sĩ (Đại học Stanford, Hoa Kỳ; n = 13; và Trung tâm Y tế Đại học Utrecht, Hà Lan; n = 9), nhằm khai thác mô tả của người tham gia về nhu cầu thông tin và việc sử dụng liên quan đến PubMed và\u002Fhoặc UpToDate. Bằng cách sử dụng phân tích chủ đề, chúng tôi đã xác định sáu nhu cầu thông tin: làm mới, xác nhận, logistics, giảng dạy, tạo ý tưởng và học tập cá nhân. Người tham gia từ cả hai tổ chức đều mô tả tương tự về nhu cầu thông tin và cách lựa chọn tài nguyên của họ. Việc xác định sáu nhu cầu thông tin này và mối quan hệ của chúng với PubMed và UpToDate đã mở rộng những nhu cầu thông tin của bác sĩ đã được xác định trước đó và có thể hữu ích cho các nhà giáo dục y khoa trong việc thiết kế đào tạo thực hành dựa trên bằng chứng cho các bác sĩ.",{"EN":2030,"VI":2031},"Characterizing physicians’ information needs at the point of care","Đặc điểm hóa nhu cầu thông tin của bác sĩ tại điểm chăm sóc",{"VI":2033},"",{"VOID":2035},"Ely JW, Osheroff JA, Ebell MH, et al. Obstacles to answering doctors’ questions about patient care with evidence: qualitative study. BMJ. 2002;324(7339):710.\nEly JW, Osheroff JA, Chambliss ML, Ebell MH, Rosenbaum ME. Answering physicians’ clinical questions: obstacles and potential solutions. J Am Med Inform Assoc. 2005;12(2):217–24.\nVan Dijk N, Hooft L, Wieringa-De Waard M. What are the barriers to residents’ practicing evidence-based medicine? A systematic review. Acad Med. 2010;85(7):1163–70.\nBerwick DM. Broadening the view of evidence-based medicine. Qual Saf Health Care. 2005;14(5):315–6.\nBraun LM, Wiesman F, Van den Herik HJ, Hasman A. Avoiding literature overload in the medical domain. Stud Health Technol Inform. 2006;124:497–502.\nClarke MA, Belden JL, Koopman RJ, et al. Information needs and information-seeking behaviour analysis of primary care physicians and nurses: a literature review. Health Info Libr J. 2013;30(3):178–90.\nZwolsman S, Te Pas E, Hooft L, Wieringa-de Waard M, van Dijk N. Barriers to GPs’ use of evidence-based medicine: a systematic review. Br J Gen Pract. 2012;62(600):511–21.\nShaughnessy AF, Slawson DC. Are we providing doctors with the training and tools for lifelong learning? Interview by Abi Berger. BMJ. 1999;319(7220):1280.\nEly JW, Osheroff JA, Ebell MH, et al. Analysis of questions asked by family doctors regarding patient care. BMJ. 1999;319(7206):358–61.\nEbell MH, Cervero R, Joaquin E. Questions asked by physicians as the basis for continuing education needs assessment. J Contin Educ Health Prof. 2011;31(1):3–14.\nEly JW, Osheroff JA, Gorman PN, et al. A taxonomy of generic clinical questions: classification study. BMJ. 2000;321(7258):429–32.\nAllen M, Currie LM, Graham M, et al. The classification of clinicians’ information needs while using a clinical information system. AMIA Annu Symp Proc. 2003; 26–30.\nBjerre LM, Paterson NR, McGowan J, et al. What do primary care practitioners want to know? A content analysis of questions asked at the point of care. J Contin Educ Health Prof. 2013;33(4):224–34.\nGonzalez-Gonzalez AI, Dawes M, Sanchez-Mateos J, et al. Information needs and information-seeking behavior of primary care physicians. Ann Fam Med. 2007;5(4):345–52.\nMaggio LA, Steinberg RM, Moorhead L, O’Brien B, Willinsky J. Access of primary and secondary literature by health personnel in an academic health center: implications for open access. J Med Libr Assoc. 2013;101(3):205–12.\nDuran-Nelson A, Gladding S, Beattie J, Nixon LJ. Should we Google it? Resource use by internal medicine residents for point-of-care clinical decision making. Acad Med. 2013;88(6):788–94.\nBennett NL, Casebeer LL, Kristofco RE, Strasser SM. Physicians’ Internet information-seeking behaviors. J Contin Educ Health Prof. 2004;24(1):31–8.\nDavies K. UK doctors awareness and use of specified electronic evidence-based medicine resources. Inform Health Soc Care. 2011;36(1):1–19.\nKetchum AM, Saleh AA, Jeong K. Type of evidence behind point-of-care clinical information products: a bibliometric analysis. J Med Internet Res. 2011;13(1):e21.\nUpToDate Inc. About Us. Retrieved November 17, 2013. http:\u002F\u002Fwww.uptodate.com\u002Fhome\u002Fabout-us.\nNational Center for Biotechnology Information. PubMed. Retrieved November 17, 2013. http:\u002F\u002Fwww.ncbi.nlm.nih.gov\u002Fpubmed. Accessed October 15, 2013.\nBoyatzis R. Transforming qualitative information. Thousand Oaks: Sage Publications; 1998.\nThe CanMEDS Framework. Retrieved November 17, 2013. http:\u002F\u002Fwww.collaborativecurriculum.ca\u002Fen\u002Fmodules\u002FCanMEDS\u002FCanMEDS-intro-background-01.jsp.\nLaan RF, Leunissen RR, van Herwaarden CL. The 2009 framework for undergraduate medical education in the Netherlands. 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