1
|
Høium K, Erichsen T, Johannessen LM, Raaheim A, Torbjørnsen A. What characterizes the use of digital technology in bachelor-level practice placements in health programs? Nurse Educ Pract 2024; 75:103883. [PMID: 38266567 DOI: 10.1016/j.nepr.2024.103883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Revised: 11/17/2023] [Accepted: 12/15/2023] [Indexed: 01/26/2024]
Abstract
AIM The study aimed to investigate what characterizes the use of digital technology in bachelor-level practice placements in health programs. BACKGROUND Practice placement for health students in higher education is complex and suffers from a lack of personnel and scant resources. However, the requirements and expectations of the students in managing an evidence-based practice are increasing. This decade, digital transformation in society and higher education can potentially improve students learning in higher education and practice placement due to increased availability for closer communication and collaboration. DESIGN A systematic review of reviews was conducted based on Joanna Briggs Institute Framework. METHODS Bibliographical databases were searched for studies published between 2010-2022. Out of 4891 screened articles, 15 met eligibility criteria and were included in this review. RESULTS The analysis revealed three main topics that elucidate what characterises the use of digital technology in placements: Leveraging digital solutions for enhanced practical learning; Empowering student learning and confidence in practice placement; and The value of interactive collaboration. CONCLUSIONS The findings show that digital technology used in a structured pedagogical framework may support and enhance students learning in practice placement. However, further work needs to be done to keep up with the rapid development of digital technology in practice placement in health work environments.
Collapse
Affiliation(s)
- Kari Høium
- Department of Behavioral Science, Faculty of Health Science, Oslo Metropolitan University, Norway.
| | - Torunn Erichsen
- Department of Nurse Science and Health Promotion, Faculty of Health Science, Oslo Metropolitan University, Norway
| | | | | | - Astrid Torbjørnsen
- Department of Nurse Science and Health Promotion, Faculty of Health Science, Oslo Metropolitan University, Norway
| |
Collapse
|
2
|
Silaule O, Casteleijn D, Adams F, Nkosi NG. Strategies to Alleviate the Burden Experienced by Informal Caregivers of Persons With Severe Mental Disorders in Low- and Middle-Income Countries: Scoping Review. Interact J Med Res 2024; 13:e48587. [PMID: 38236636 PMCID: PMC10835589 DOI: 10.2196/48587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2023] [Revised: 08/20/2023] [Accepted: 10/04/2023] [Indexed: 01/19/2024] Open
Abstract
BACKGROUND There is considerable evidence of the burden of care encountered by informal caregivers of persons with severe and enduring mental health conditions in low- and middle-income countries. Previous studies have highlighted the need to support these informal caregivers as key players in the care of these patients. To date, limited evidence exists on the extent and types of strategies for supporting these informal caregivers in low- and middle-income countries. OBJECTIVE This scoping review aims to identify and describe the extent and type of evidence on the existing strategies for alleviating the burden of care among informal caregivers of persons with severe and enduring mental health conditions in low- and middle-income countries. METHODS A systematic literature search was completed following the Joanna Briggs Institute methodology for scoping reviews. The participants, concept, and context framework was used to guide the search for literature sources across 5 databases: PubMed, MEDLINE, CINAHL, and PsycINFO for published literature and ProQuest for unpublished literature. This review included studies that reported on strategies for alleviating the burden of care among informal caregivers of persons with severe and enduring mental health conditions, with a focus on studies that evaluated or recommended caregiver interventions and support strategies in low- and middle-income countries. The search was limited to studies conducted between 2001 and 2021, and only papers written in English were considered for inclusion. Using the Covidence software (Veritas Health Innovation), 2 reviewers independently screened the papers, applied the inclusion and exclusion criteria, and met biweekly to discuss and resolve conflicts. The relevant studies and reported outcomes were summarized, organized, and analyzed descriptively using numeric summary analysis and deductive content analysis. RESULTS Of the 18,342 studies identified, 44 (0.24%) met the inclusion criteria. The included studies were from 16 low- and middle-income countries in Asia, Africa, Europe, and South and North America. Most studies (21/44, 48%) were randomized controlled trials conducted in Asian countries. The identified strategies were grouped into 2 categories: implemented and recommended intervention strategies. Identified strategies included community-based interventions, psychoeducation interventions, support groups, cognitive behavioral therapy, spirituality-based interventions, and smartphone-based interventions. In addition, mindfulness and empowerment, collaborative interventions, standard care, financial and social support, counseling, occupation-based interventions, policy and legislature, and access to mental health care were identified. Psychoeducation and support group interventions were identified as common strategies for alleviating the burden of care among informal caregivers of persons with severe and enduring mental health conditions. CONCLUSIONS This review provides evidence on the types of implemented and recommended strategies for alleviating the burden of care among informal caregivers in low- and middle-income countries. Although psychoeducational interventions were the most preferred strategy for alleviating burden, their benefits were short-lived when compared with peer-led support groups. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.2196/44268.
Collapse
Affiliation(s)
- Olindah Silaule
- Department of Occupational Therapy, University of the Witwatersrand, Johannesburg, South Africa
| | - Daleen Casteleijn
- Department of Occupational Therapy, University of Pretoria, Pretoria, South Africa
| | - Fasloen Adams
- Division of Occupational Therapy, Stellenbosch University, Cape Town, South Africa
| | - Nokuthula Gloria Nkosi
- Department of Nursing Education, University of the Witwatersrand, Johannesburg, South Africa
| |
Collapse
|
3
|
Delafontaine A, Saiydoun G, Frigout J, Fabeck L, Degrenne O, Sarhan FR. Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education. Front Med (Lausanne) 2023; 10:1260416. [PMID: 37915328 PMCID: PMC10617513 DOI: 10.3389/fmed.2023.1260416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 09/25/2023] [Indexed: 11/03/2023] Open
Abstract
Background In physiotherapy education, blended learning is recognized to be more effective compared to traditional teaching. The aim of this study was to assess the consequences of a musculoskeletal anatomy blended learning program on skills developed by students. Methods We conducted an observational retrospective monocentric study in a French physiotherapy school named "X." Ninety-two first-year students in the 2017-18 baseline group (students with traditional face-to-face learning), and ninety-eight first-year students and ninety-five second-year students in the 2018-19 and 2019-20 blended learning experimental groups was included. A success rate of the anatomy final written exam, defined by the percentage of students scoring 50% or above, was analyzed between 2017 and 2020. We also evaluated the pedagogical value of musculoskeletal e-learning and its usefulness for preparing the student for their anatomy final written exam at «X». Results We observed an improvement in the success rate of the anatomy final written exam between the 2017-18 baseline group, 2018-19 and 2019-2020 experimental groups during first (Kruskal-Wallis = 74.06, df = 2, p < 0.001) and second semester (Kruskal-Wallis = 173.6, df = 2, p < 0.001). We obtained a data survey and questionnaire response rate of 74% (n = 89/120) for the 2018-19 and 62% (n = 72/116) for the 2019-20 experimental groups. Concerning questionnaire response, they were no significant statistical difference between 2018-19 and 2019-20 experimental groups. Conclusion Blended learning could improve student success rate of the anatomy final written exam and learning of professional physiotherapy skills.
Collapse
Affiliation(s)
- Arnaud Delafontaine
- Université Libre de Bruxelles, Brussels, Belgium
- CIAMS, Univ. Paris-Sud., Université Paris-Saclay, Orsay, France
- CIAMS, Université d’Orléans, Orléans, France
- ASSAS, Ecole de Rééducation, Département international et Recherche, Villa Thoréton, Paris, France
| | - Gabriel Saiydoun
- Unisurg, Paris, France
- Department of Cardiac Surgery, Henri Mondor University Hospital, Créteil, France
- Créteil, UFR Médecine-Pharmacie, University of Paris-Est Créteil, Créteil, France
- Biomedicale, IMRB, Inserm, Institut Mondor de Recherche Biomédicale, Faculté de Santé de Créteil, Institut Mondor de Recherche Biomédicale, Creteil, France
- Department of Cardiovascular and Thoracic Surgery, Pitié-Salpêtrière University Hospital, Assistance Publique-Hôpitaux de Paris-Sorbonne University, Paris, France
| | - Jérôme Frigout
- I3SP Laboratory, Department of Sports Science and Physical Education, Université de Paris Descartes, Paris, France
| | | | | | - François-Régis Sarhan
- Physiotherapy School, Centre Hospitalier Universitaire Amiens – Picardie, Amiens, France
- UR CHIMERE, Université de Picardie Jules Verne, Amiens, France
| |
Collapse
|
4
|
Luedtke K, Luebke L, Elizagaray-Garcia I, Schindler O, Szikszay TM. Effectiveness of online teaching during the COVID-19 pandemic on practical manual therapy skills of undergraduate physiotherapy students. J Man Manip Ther 2023; 31:349-357. [PMID: 36876463 PMCID: PMC10566393 DOI: 10.1080/10669817.2023.2179285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Accepted: 02/04/2023] [Indexed: 03/07/2023] Open
Abstract
OBJECTIVES This study includes two separate parts: the objective for part A was to evaluate the practical manual therapy skills of undergraduate physiotherapy students who had learned manual therapy techniques either online or in classroom depending on the phases of the pandemic. The objective for part B was to evaluate in a randomized prospective design the effectiveness of video-based versus traditional teaching of a manual therapy technique. DESIGN Cross-sectional cohort study (part A) and randomized controlled trial (part B). SETTING University of Luebeck, undergraduate physiotherapy students in years 1-3. METHOD In part A, physiotherapy students who had learned manual therapy either online (during the pandemic) or in classroom (prior to and after the lock down periods of the pandemic) were videotaped while performing two manual techniques on the knee joint and on the lumbar spine. Recordings were analyzed independently by two blinded raters according to a 10-item list of criteria. Inter-rater reliability was assessed using Cohen's kappa for each item. Performance across cohorts was analyzed using analysis of variance. In part B, students were randomized to learn a new technique on the cervical spine either from a lecturer or from the same lecturer on a video recording (independent variable). Practical performance of the technique was analyzed by two raters blinded to group allocation according to a 10-item list of criteria (dependent variable). Results were analyzed statistically by using ANCOVA with year of study as a covariate. RESULTS Sixty-three and 56 students participated in part A and part B of the study, respectively. The inter-rater reliability for video analyses for both parts of the study was moderate (k = 0.402 to 0.441). In part A, there was no statistically significant difference across years of study for the practical performance of the technique on the back F(2,59) = 2.271; p = 0.112 or the knee joint F(2,59) = 3.028; p = 0.056. In part B, performance was significantly better when learned from a lecturer and practiced on a peer than when learned from a video and practiced on a rescue dummy (p < 0.001). CONCLUSION Practical skill performance can be acquired from videos but immediate skill reproduction is significantly better when the technique is presented by a lecturer in classroom and practiced on peer students.
Collapse
Affiliation(s)
- Kerstin Luedtke
- Department of Physiotherapy, Pain and Exercise Research, Universität zu Lübeck, Institute of Health Sciences, Lübeck, Germany
| | - Luisa Luebke
- Department of Physiotherapy, Pain and Exercise Research, Universität zu Lübeck, Institute of Health Sciences, Lübeck, Germany
| | - Ignacio Elizagaray-Garcia
- Departamento de Fisioterapia. Centro Superiorde Estudios Universitarios La Salle, Universidad Autónoma de Madrid, Madrid, Spain
- CranioSPain Research Group, Centro Superiorde Estudios Universitarios La Salle, Madrid, Spain
- Motion in BrainsResearch Group, Centro Superiorde Estudios Universitarios La Salle, Madrid, Spain
| | - Oskar Schindler
- Department of Physiotherapy, Pain and Exercise Research, Universität zu Lübeck, Institute of Health Sciences, Lübeck, Germany
| | - Tibor M. Szikszay
- Department of Physiotherapy, Pain and Exercise Research, Universität zu Lübeck, Institute of Health Sciences, Lübeck, Germany
| |
Collapse
|
5
|
Hwang NK, Shim SH, Cheon HW. Digital learning designs in occupational therapy education: a scoping review. BMC MEDICAL EDUCATION 2023; 23:7. [PMID: 36604723 PMCID: PMC9817377 DOI: 10.1186/s12909-022-03955-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 12/12/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. METHODS We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes. RESULTS Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. CONCLUSIONS In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.
Collapse
Affiliation(s)
- Na-Kyoung Hwang
- Department of Occupational Therapy, Seoul North Municipal Hospital, 38, Yangwonyeok-ro, Jungnang-gu, Seoul, 02062, Republic of Korea
| | - Sun-Hwa Shim
- Department of Occupational Therapy, College of Medical Science, Jeonju University, 303, Cheonjam-ro, Wansan-gu, Jeonju, Jeollabuk-do, 55069, Republic of Korea.
| | - Hye-Won Cheon
- Department of Dental Hygiene, College of Health Science, Howon University, 64, Howondae 3-gil, Impi-myeon, Gunsan, Jeollabuk-do, 54058, Republic of Korea.
| |
Collapse
|
6
|
Rezayi S, Shahmoradi L, Ghotbi N, Choobsaz H, Yousefi MH, Pourazadi S, Ardali ZR. Computerized Simulation Education on Physiotherapy Students' Skills and Knowledge: A Systematic Review. BIOMED RESEARCH INTERNATIONAL 2022; 2022:4552974. [PMID: 36337839 PMCID: PMC9629947 DOI: 10.1155/2022/4552974] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 10/04/2022] [Accepted: 10/10/2022] [Indexed: 09/29/2023]
Abstract
INTRODUCTION Applying computerized simulation education tool for learning in medical domains is widely used in many countries. This review is aimed at systematically investigating the computerized simulation tools developed to educate physiotherapy students and determine the effectiveness of these interventions. METHODS A comprehensive search was conducted in Medline (through PubMed) and Scopus databases from inception to Sept. 10, 2022. The studies that examined the effectiveness of computerized simulation-based interventions were included. RESULTS Sixteen studies were included in this systematic review. All included examinations were ranked "good" or "low risk of bias" based on the criteria utilized in the Joanna Briggs Institute (JBI) scale and the Effective Public Health Practice Project (EPHPP) tool. Most of the articles (43%) were conducted in the USA and 25% in Australia. In 43% of the total studies, the study population was only physiotherapy students, and in 12.5% of them, the scope of education was related to practical skills training. Three of the 16 reviewed articles presented positive qualitative results; thirteen quantitative investigations also declared statistically positive effects. Positive effects have been seen in areas such as improving professional and behavioral abilities, improving knowledge and self-confidence, and reducing stress. The sample size of the studies ranged from eight to 162 participants. The limited sample sizes in groups, lack of interaction, and short follow-up duration were the most consistent limitations evident within the included studies. CONCLUSION Computerized simulation education approaches can help to improve physiotherapy students' skills and knowledge. They also have great potential to reduce learning costs and increase the quality of education.
Collapse
Affiliation(s)
- Sorayya Rezayi
- Health Information Management and Medical Informatics Department, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| | - Leila Shahmoradi
- Health Information Management and Medical Informatics Department, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| | - Nastaran Ghotbi
- Department of Physiotherapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Haniyeh Choobsaz
- Department of Physiotherapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohaddeseh Hafez Yousefi
- Department of Physiotherapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Shahab Pourazadi
- Advanced Intelligent Systems Robotics Company, Vancouver, British Columbia, Canada
| | - Zakiyeh Raisi Ardali
- Health Information Management and Medical Informatics Department, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| |
Collapse
|
7
|
ShahAli S, Shahabi S, Kohan N, Ebrahimi Takamjani I, Ebrahimi R. Using e-learning methods for physiotherapy students learning – a systematic review and meta-analysis of the impact on knowledge, skills, satisfaction and attitudes. EUROPEAN JOURNAL OF PHYSIOTHERAPY 2022. [DOI: 10.1080/21679169.2022.2085789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Shabnam ShahAli
- Rehabilitation Research Center, Department of Physiotherapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
- Department of Medical Education, Virtual University of Medical Sciences, Tehran, Iran
| | - Saeed Shahabi
- Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Noushin Kohan
- Department of Medical Education, Virtual University of Medical Sciences, Tehran, Iran
| | - Ismail Ebrahimi Takamjani
- Rehabilitation Research Center, Department of Physiotherapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Reyhane Ebrahimi
- School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| |
Collapse
|
8
|
Li P, Zhong H, Zhang JZ. Spatial Patterns and Development Characteristics of China's Postgraduate Education. INT J SEMANT WEB INF 2022. [DOI: 10.4018/ijswis.313190] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Using four types of publicly available datasets and ArcGIS software, the authors identify the spatial characteristics of postgraduate education in China at three scales: comprehensive economic zone, provincial, and city. They also employ geographically weighted regression and ordinary least squares to study the factors influencing the spatial pattern of postgraduate education in Gin at the city scale. The findings show that the number of postgraduate education institutions increases as the longitude of a city increases, but the number decreases from coast to inland. Second, postgraduate education institutions tend to group together in provincial capitals and megacities. Finally, GDP, per capita GDP, population size, local income, and total retail sales of consumer goods significantly impact postgraduate education development. The study contributes to the literature and provides insights for practitioners in promoting urban planning and infrastructure development.
Collapse
Affiliation(s)
- Ping Li
- Zhejiang Wanli University, China
| | | | | |
Collapse
|
9
|
OUP accepted manuscript. Arch Clin Neuropsychol 2022; 37:1103-1117. [DOI: 10.1093/arclin/acac033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Revised: 04/18/2022] [Accepted: 05/03/2022] [Indexed: 11/13/2022] Open
|
10
|
Rossettini G, Turolla A, Gudjonsdottir B, Kapreli E, Salchinger B, Verheyden G, Palese A, Dell’Isola A, de Caro JX. Digital Entry-Level Education in Physiotherapy: a Commentary to Inform Post-COVID-19 Future Directions. MEDICAL SCIENCE EDUCATOR 2021; 31:2071-2083. [PMID: 34754600 PMCID: PMC8567978 DOI: 10.1007/s40670-021-01439-z] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/05/2021] [Indexed: 05/10/2023]
Abstract
Currently, the coronavirus disease 2019 (COVID-19) severely influences physiotherapy education which is based mostly on face-to-face teaching. Thus, educators have been compelled to adapt their pedagogical approaches moving to digital education. In this commentary, we debate on digital education highlighting its effectiveness, the users' perspectives, and its weakness in the context of physiotherapy teaching aimed at informing post-COVID-19 future directions in this educational field. Existing evidence on digital education produced before COVID-19 supports its implementation into entry-level physiotherapy education. However, some challenges (e.g. social inequality and evaluation of students) threaten its applicability in post-COVID-19 era, calling educators to take appropriate actions.
Collapse
Affiliation(s)
- Giacomo Rossettini
- School of Physiotherapy, University of Verona, Via Bengasi 4, 37134 Verona, Italy
| | - Andrea Turolla
- Laboratory of Rehabilitation Technologies, San Camillo IRCCS Srl, Via Alberoni 70, 30126 Venice, Italy
| | - Bjorg Gudjonsdottir
- Department of Physical Therapy, School of Health Sciences, University of Iceland, Stapi At Hringbraut, 101 Reykjavík, Iceland
| | - Eleni Kapreli
- Department of Physiotherapy, School of Health Sciences, University of Thessaly, 3rd km Old National Road Lamia-Athen, 35100 Lamia, Greece
| | - Beate Salchinger
- Institute of Physiotherapy, FH JOANNEUM, Eggenberger Allee 13, 8020 Graz, Austria
| | - Geert Verheyden
- Department of Rehabilitation Sciences, KU Leuven, University of Leuven, Tervuursevest 101, 3001 Leuven, Belgium
| | - Alvisa Palese
- Department of Medical Sciences, School of Nursing, University of Udine, Viale Ungheria 20, 33100 Udine, Italy
| | - Andrea Dell’Isola
- Department of Clinical Sciences Orthopaedic, Faculty of Medicine, Lund University, Entrégatan 8, 22100 Lund, Sweden
- Department of Clinical Sciences Orthopaedics, Clinical Epidemiology Unit, Lund University, Lund, Sweden
| | - John Xerri de Caro
- Department of Physiotherapy, Faculty of Health Sciences, University of Malta, Triq Dun Karm, L-Imsida, Msida, 2090 MSD Malta
| |
Collapse
|
11
|
Affiliation(s)
- Dorothy A Shead
- Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.,School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Benita Olivier
- Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.,The Wits-JBI Centre for Evidence-Based Practice: A JBI Affiliated Group
| |
Collapse
|
12
|
Godfrey C. Exploring the world "out there": the use of scoping reviews in education research. JBI Evid Synth 2020; 18:859-860. [PMID: 32813348 DOI: 10.11124/jbies-20-00134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Affiliation(s)
- Christina Godfrey
- Queen's University School of Nursing, Faculty of Health Sciences, Kingston, Canada.,Queen's Collaboration for Health Care Quality: A JBI Centre of Excellence
| |
Collapse
|