EDP Sciences logo
Authentification abonné
Rechercher
Menu
Accueil Tous les numéros Volume 21 / Numéro 4 (2020) Pédagogie Médicale, 21 4 (2020) 187-193 Références
Accès gratuit
Numéro
Pédagogie Médicale
Volume 21, Numéro 4, 2020
Page(s) 187 - 193
Section Concepts et innovations
DOI https://doi.org/10.1051/pmed/2020048
Publié en ligne 23 décembre 2020
  1. Rose S. Medical Student Education in the Time of COVID-19. JAMA 2020;323:2131‐2. [CrossRef] [PubMed] [Google Scholar]
  2. Hollander JE, Carr BG. Virtually Perfect? Telemedicine for COVID-19. N Engl J Med 2020;382:1679‐81. [Google Scholar]
  3. Emanuel EJ. The Inevitable Reimagining of Medical Education. JAMA 2020;323:1127‐8. [CrossRef] [PubMed] [Google Scholar]
  4. Harden RM. Ten key features of the future medical school-not an impossible dream. Med Teach 2018;40:1010‐15. [Google Scholar]
  5. Pinnock R, McDonald J, Ritchie D, Durning SJ. Humans and machines: Moving towards a more symbiotic approach to learning clinical reasoning. Med Teach 2020;42:246‐51. [Google Scholar]
  6. Burton R, Borruat S, Charlier B, Coltice N, Deschryver N, Docq F et al. Vers une typologie des dispositifs hybrides de formation en enseignement supérieur. Distances et savoirs 2011;9:69‐96. [CrossRef] [Google Scholar]
  7. Crawford R, Jenkins L. Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment. Australas J Educ Technol 2017;33:51‐72. [Google Scholar]
  8. Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 2010;376:1923‐58. [CrossRef] [PubMed] [Google Scholar]
  9. de Jong PGM, Pickering JD, Hendriks RA, Swinnerton BJ, Goshtasbpour F, Reinders MEJ. Twelve tips for integrating massive open online course content into classroom teaching. Med Teach 2020;42:393‐7. [Google Scholar]
  10. Swinnerton BJ, Morris NP, Hotchkiss S, Pickering JD. The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum. Anat Sci Educ 2017;10:53‐67. [CrossRef] [PubMed] [Google Scholar]
  11. Berman AH, Biguet G, Stathakarou N, Westin-Hagglof B, Jeding K, McGrath C et al. Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC): A Qualitative and Quantitative Analysis of Participants’ Perceptions. Acad Psychiatry 2017;41:631‐41. [Google Scholar]
  12. Leiden University. Virtual exchange. 2020 [On-line] Disponible sur : https://www.universiteitleiden.nl/en/education/other-modes-of-study/online-education/virtual-exchange?_ga=2.127698893.1706807866.1553857207-2097723731.1481125432. [Google Scholar]
  13. Pickering JD, Henningsohn L, DeRuiter MC, de Jong PGM, Reinders MEJ. Twelve tips for developing and delivering a massive open online course in medical education. Med Teach 2017;39:691‐6. [Google Scholar]
  14. Nickson CP, Cadogan MD. Free Open Access Medical education (FOAM) for the emergency physician. Emerg Med Australas 2014;26:76‐83. [CrossRef] [PubMed] [Google Scholar]
  15. Riddell J, Robins L, Brown A, Sherbino J, Lin M, Ilgen JS. Independent and Interwoven: A Qualitative Exploration of Residents’ Experiences With Educational Podcasts. Acad Med 2020;95:89‐96. [Google Scholar]
  16. Mallin M, Schlein S, Doctor S, Stroud S, Dawson M, Fix M. A survey of the current utilization of asynchronous education among emergency medicine residents in the United States. Acad Med 2014;89:598‐601. [Google Scholar]
  17. Grajales FJ, Sheps S, Ho K, Novak-Lauscher H, Eysenbach G. Social media: a review and tutorial of applications in medicine and health care. J Med Internet Res 2014;16:e13. [CrossRef] [PubMed] [Google Scholar]
  18. Zanussi L, Paget M, Tworek J, McLaughlin K. Podcasting in medical education: can we turn this toy into an effective learning tool? Adv Health Sci Educ Theory Pract 2012;17:597‐600. [Google Scholar]
  19. Lin M, Thoma B, Trueger NS, Ankel F, Sherbino J, Chan T. Quality indicators for blogs and podcasts used in medical education: modified Delphi consensus recommendations by an international cohort of health professions educators. Postgrad Med J 2015;91:46‐50. [CrossRef] [PubMed] [Google Scholar]
  20. Tuomi I. The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future. Luxembourg: Publications Office of the European Union, 2018. [On-line] Disponible sur : https://publications.jrc.ec.europa.eu/repository/bitstream/JRC113226/jrc113226_jrcb4_the_impact_of_artificial_intelligence_on_learning_final_2.pdf. [Google Scholar]
  21. Tseng SF, Tsao YW, Yu LC, Chan CL, Lai KR. Who will pass? Analyzing learner behaviors in MOOCs. Res Pract Technol Enhanc Learn 2016;11:8. [CrossRef] [PubMed] [Google Scholar]
  22. Turk B, Ertl S, Wong G, Wadowski PP, Loffler-Stastka H. (Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice? BMC Med Educ 2019;19:447. [CrossRef] [PubMed] [Google Scholar]
  23. Vliet LM, Hillen MA, van der Wall E, Plum N, Bensing JM. How to create and administer scripted video-vignettes in an experimental study on disclosure of a palliative breast cancer diagnosis. Patient Educ Couns 2013;91:56‐64. [CrossRef] [PubMed] [Google Scholar]
  24. Park YS, Zar F, Tekian A. Synthesizing and Reporting Milestones-Based Learner Analytics: Validity Evidence From a Longitudinal Cohort of Internal Medicine Residents. Acad Med 2020;95:599‐608. [Google Scholar]
  25. Lang VJ, Berman NB, Bronander K, Harrell H, Hingle S, Holthouser A et al. Validity Evidence for a Brief Online Key Features Examination in the Internal Medicine Clerkship. Acad Med 2019;94:259‐66. [Google Scholar]
  26. Ten Cate O, Chen HC, Hoff RG, Peters H, Bok H, van der Schaaf M. Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Med Teach 2015;37:983‐1002. [Google Scholar]
  27. Hendriks RA, de Jong PGM, Admiraal WF, Reinders MEJ. Instructional design quality in medical Massive Open Online Courses for integration into campus education. Med Teach 2020;42:156‐63. [Google Scholar]
  28. Pusic MV, Boutis K, Hatala R, Cook DA. Learning curves in health professions education. Acad Med 2015;90:1034‐42. [Google Scholar]
  29. Dandache SFM, Van Nes M-C., Verschuren F. A Massive Open Online Course (MOOC) for implementing pedagogical tools in undergraduate respiratory physiology. HAPS Educ 2017 21: 36‐42 [CrossRef] [Google Scholar]
  30. Lindsell CJ, Stead WW, Johnson KB. Action-Informed Artificial Intelligence-Matching the Algorithm to the Problem. JAMA 2020;323:2141‐2. [CrossRef] [PubMed] [Google Scholar]
  31. Liu Y, Chen PC, Krause J, Peng L. How to Read Articles That Use Machine Learning: Users’ Guides to the Medical Literature. JAMA 2019;322:1806‐16. [CrossRef] [PubMed] [Google Scholar]
  32. Peterson ED. Machine Learning, Predictive Analytics, and Clinical Practice: Can the Past Inform the Present? JAMA 2019;322:2283‐4. [Google Scholar]
  33. Sit C, Srinivasan R, Amlani A, Muthuswamy K, Azam A, Monzon L et al. Attitudes and perceptions of UK medical students towards artificial intelligence and radiology: a multicentre survey. Insights Imaging 2020;11:14. [CrossRef] [PubMed] [Google Scholar]
  34. Bordage G, Page G. Key features to assess clinical decisions. Med Teach 2018;40:1195‐6. [Google Scholar]

Les statistiques affichées correspondent au cumul d'une part des vues des résumés de l'article et d'autre part des vues et téléchargements de l'article plein-texte (PDF, Full-HTML, ePub... selon les formats disponibles) sur la platefome Vision4Press.

Les statistiques sont disponibles avec un délai de 48 à 96 heures et sont mises à jour quotidiennement en semaine.

Le chargement des statistiques peut être long.