Citations (26)
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Natsu Fukui, Daniel K. Partain, Mei-Ean Yeow, Hannah N. Farfour, Larry Prokop & Amelia Barwise. (2023) Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs. Medical Teacher 0:0, pages 1-15.
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Rouba Ballouk, Victoria Mansour, Bronwen Dalziel, Jenny McDonald & Iman Hegazi. (2022) Medical students’ self-regulation of learning in a blended learning environment: a systematic scoping review. Medical Education Online 27:1.
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Jeanine Suurmond, Katja Lanting, Xanthe de Voogd, Roukayya Oueslati, Gudule Boland & Maria van den Muijsenbergh. (2021) Twelve tips to teach culturally sensitive palliative care. Medical Teacher 43:7, pages 845-850.
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Mansha Mirza & Elizabeth Adare Harrison. (2018) Working With Clients With Limited English Proficiency: Mapping Language Access in Occupational Therapy. Occupational Therapy In Health Care 32:2, pages 105-123.
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Articles from other publishers (22)
Syed Hamza Zia, Ghina Rizwan, Afifa Ehsan, Zarnab Rizwan, Rabia Masood & Naila Umer. (2023) Impact of E-Learning, Perception and Attitude among Students and Faculty following the COVID-19 Pandemic. Journal of Rawalpindi Medical College 27:1.
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Saskia Hanft-Robert, Lena Emch-Fassnacht, Sanna Higgen, Nadine Pohontsch, Christoph Breitsprecher, Michael Müller, Jessica Terese Mueller & Mike Mösko. (2022) Training service providers to work effectively with interpreters through educational videos. Interpreting. International Journal of Research and Practice in Interpreting Interpreting / International Journal of Research and Practice in Interpreting Interpreting.
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Başar Öztürk, Remziye Akarsu, Hülya Kayıhan, Yusuf Çelik & Saynur Elif Kayhan. (2022) Investigation of the factors affecting the e-learning process in occupational therapy education during the pandemic with principal component analysis. British Journal of Occupational Therapy 85:9, pages 694-703.
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Robin Walter, Nino Räschle, Anne-Sophie Blunier & Lia Jeker. (2022) Revision des e-Learnings zum Grundkurs Abdomen der Young Sonographers. Praxis 111:9, pages 495-501.
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Noelle Junod Perron, Peter Pype, Marc van Nuland, Maria Magdalena Bujnowska-Fedak, Marcela Dohms, Geurt Essers, Ragnar Joakimsen, Zoi Tsimtsiou & Claudia Kiessling. (2022) What do we know about written assessment of health professionals’ communication skills? A scoping review. Patient Education and Counseling 105:5, pages 1188-1200.
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Komal Maheshwari, Nidhi Ladha, Meenakshi Khapre & Rupinder Deol. (2022) Perception of online learning among health sciences' students– A mixed methods study. Journal of Education and Health Promotion 11:1, pages 286.
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Duana Quigley, Órla Gilheaney, Mary O’Neill & Siobhan Davis. (2022) Speech and Language Therapists’ Perspectives of an E-Learning Course on Providing Feedback in the Clinical Learning Environment. Folia Phoniatrica et Logopaedica 74:4, pages 296-310.
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Johanna Granhagen Jungner, Elisabet Tiselius & Pernilla Pergert. (2021) Reasons for not using interpreters to secure patient-safe communication – A national cross-sectional study in paediatric oncology. Patient Education and Counseling 104:8, pages 1985-1992.
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Costas S. Constantinou, Andrew Timothy Ng, Chase Beverley Becker, Parmida Enayati Zadeh & Alexia Papageorgiou. (2021) The Use of Interpreters in Medical Education: A Narrative Literature Review. Societies 11:3, pages 70.
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By Sadie Gabler, Amanda Barrios, Sariah Kakishita, Diana Cufino & Caren J. Frost. (2021) Increasing diversity in research through dedicated language access services. Contemporary Clinical Trials 106, pages 106439.
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Maria Maldonado, Samira Farouk, Kirk Campbell & David Thomas. (2021) Development, Implementation and Evaluation of a Limited English Proficiency Curriculum. Journal of Scientific Innovation in Medicine 4:2, pages 30.
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Abdul Halim, Elmi Mahzum, Muhammad Yacob, Irwandi Irwandi & Lilia Halim. (2021) The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception. Education Sciences 11:4, pages 158.
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SaurabhR Shrivastava & PrateekS Shrivastava. (2021) Delivering effective e-learning course for medical students. Amrita Journal of Medicine 17:2, pages 77.
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Maria S. Abbasi, Naseer Ahmed, Batool Sajjad, Abdullah Alshahrani, Sumera Saeed, Shaur Sarfaraz, Rana S. Alhamdan, Fahim Vohra & Tariq Abduljabbar. (2020) E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. Work 67:3, pages 549-556.
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Krishna Regmi & Linda Jones. (2020) A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Medical Education 20:1.
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Chris Gillette, Jamie Blalock, Carol Hildebrandt, Brian Peacock & Sonia Crandall. (2020) Training Physician Assistants to Use Medical Interpreters Effectively. Journal of Physician Assistant Education 31:4, pages 194-197.
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Sarah K. Clarke, Janice Jaffe & Raewyn Mutch. (2019) Overcoming Communication Barriers in Refugee Health Care. Pediatric Clinics of North America 66:3, pages 669-686.
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Siva priya Santhanam, Caitlyn L. Gilbert & Sabiha Parveen. (2018) Speech-Language Pathologists’ Use of Language Interpreters With Linguistically Diverse Clients: A Nationwide Survey Study. Communication Disorders Quarterly 40:3, pages 131-141.
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Laura Lijbers, Debby Gerritsen & Jeanine Suurmond. (2018) Using interpretation services during clerkships. The Clinical Teacher 15:2, pages 136-140.
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Nancy Sturman, Rebecca Farley, Fernanda Claudio & Patricia Avila. (2017) Improving the effectiveness of interpreted consultations: Australian interpreter, general practitioner and patient perspectives. Health & Social Care in the Community 26:2.
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Kirsten Freya Lea Douma, Cora M Aalfs, Evelien Dekker, Pieter J Tanis & Ellen M Smets. (2017) An E-Learning Module to Improve Nongenetic Health Professionals’ Assessment of Colorectal Cancer Genetic Risk: Feasibility Study. JMIR Medical Education 3:2, pages e24.
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Marie-Louise Essink-Bot & Jeanine Suurmond. (2016) Culturele competenties: noodzaak in zorg voor asielzoekers en vluchtelingen. Tijdschrift voor gezondheidswetenschappen 94:1, pages 13-14.
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