Documents found
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3691.More information
Background: Educating future physicians about sexual and gender minority (SGM) patients and their health care needs is an important way to mitigate discrimination and health disparities faced by this community. Canada, across its 17 medical schools, lacks a national standard for teaching this essential topic. This paper aims to review the best practices for teaching an SGM curriculum in undergraduate medical education and synthesize this information into actionable propositions for curriculum development.Methods: A scoping literature review was conducted to identify best practices for SGM teaching. The review elicited peer-reviewed and grey literature on best practices for SGM teaching, policy documents, and opinion pieces from medical education authorities and SGM advocacy groups. Through an iterative process with all authors, the Canadian Queer Medical Students Association (CQMSA), and the Association of Faculties of Medicine of Canada (AFMC), a set of propositions was developed.Results: The search yielded 1347 papers, of which 89 were kept for data extraction. The main outcomes of these papers were sorted along five repeating themes, which formed the basis for six propositions; two more propositions were then added after discussion with all authors.Conclusion: We present eight propositions for the development of a national standard for SGM education at the undergraduate medical level. These include standardizing learning objectives across all schools, using established curricular models to guide curriculum development, interweaving concepts across all levels of training, diversifying teaching modalities, providing faculty training, ensuring a safe space for SGM students and faculty, using OSCEs as a teaching tool, and involving the local SGM community in curriculum development and delivery.
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3692.More information
When students enter higher education, self-regulated learning (SRL) involving goal setting, planning, monitoring, and reflection is crucial for academic success. This study systematically reviews SRL strategies, supporting technologies, and their impacts, especially with the shift to online learning due to the COVID-19 pandemic. Following Kitchenham’s guidelines, 121 articles from ScienceDirect and Scopus were reviewed. Key SRL strategies include goal setting, cognitive and metacognitive processes, time management, self-reflection, help-seeking, and monitoring. Technologies such as learning management systems (LMS), massive open online courses (MOOCs), artificial intelligence (AI), collaborative platforms, and learning analytics support SRL by providing personalized feedback and facilitating autonomous learning. Benefits include improved performance, motivation, and engagement, while challenges involve limited access to digital resources, technical issues, resistance to change, and inadequate instructor training. Addressing these barriers is essential for optimizing SRL implementation, guiding future research and educational practice.
Keywords: self-regulated learning strategies, self-directed learning strategies, educational technologies, systematic literature review
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3693.More information
In Sanskrit medical literature, rasāyana is defined as one of eight subject areas of medicine. The proclaimed aim of rasāyana therapies is to preserve or promote health and well-being, but also to prolong life, to halt degeneration caused by aging, to rejuvenate and to improve cognitive function. The term “rasāyana” describes the therapies that together constitute this branch of medicine; the methodology and regimen of treatment; and the medicinal substances and formulations used in these therapies.In Indian alchemical literature, the Sanskrit term “rasāyana” is predominantly used to describe the final stages of alchemical operations, i.e. all that is involved in the taking of elixirs for attaining a state of spiritual liberation in a living body. Rasāyana in this sense describes a series of related processes, including the preparation of the elixir; the preparation of the practitioner; the intake of the elixir and finally, the process of transformation the practitioner undergoes after intake of the elixir.In my paper, I present examples of rasāyana sections from a selection of medical and alchemical treatises to explore their connections and divergences. I also discuss how the connections between medical and alchemical rasāyana sections reflect the development of iatrochemistry in alchemical literature.
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3695.
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3698.
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3699.
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3700.