Use my Search Websuite to scan PubMed, PMCentral, Journal Hosts and Journal Archives, FullText. Kick-your-searchterm to multiple Engines kick-your-query now !>

A dictionary by aggregated review articles of nephrology, medicine and the life sciences Your one-stop-run pathway from word to the immediate pdf of peer-reviewed on-topic knowledge.

10.5334/aogh.3261 http://scihub22266oqcxt.onion/10.5334/aogh.3261 34307071!8284535!34307071     free     free     free Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 231.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Ann+Glob+Health 2021 ; 87 (1): 68 Nephropedia Template TP {{tp|p=34307071|t=2021. Delivering Modern Global Health Learning Requires New Obligations and Approaches |pdf=|usr=}}{{34307071}} gab.com Text Delivering Modern Global Health Learning Requires New Obligations and Approaches JO: Ann Glob Health http://www.kidney.de/pget.php?&tw=1&pmid=34307071 #FOAvip INTRODUCTION: The COVID-19 pandemic has forced a new look (or modernization) for both the obligations and approaches to achieve best-practices in global health learning. These best-practices have moved beyond traditional, face-to-face (F2F), classroom-based didactics to the use of innovative online, asynchronous and synchronous instructional design and the information and communication technology (ICT) tools to support it. But moving to this higher level of online in-service and pre-service training, key obligations (e.g., stopping neocolonialization, cultural humility, reversing brain drain, gender equity) must guide the modernization of instructional design and the supporting ICT. To positively impact global health training, educators must meet the needs of learners where they are. PURPOSE: We describe a set of multi-communication methods, e-Learning principles, strategies, and ICT approaches for educators to pivot content delivery from traditional, F2F classroom didactics into the modern era. These best-practices in both the obligations and approaches utilize thoughtful, modern strategies of instructional design and ICT. APPROACH: We harnessed our collective experiences in global health training to present thoughtful insights on the guiding principles, strategies, and ICT environment central to develop learning curricula that meet trainee needs and how they can be actualized. Specifically, we describe five strategies: 1. Individualized learning; 2. Provide experiential learning; 3. Mentor ... Mentor ... Mentor; 4. Reinforce learning through assessment; and 5. Information and communication technology and tools to support learning. DISCUSSION: We offer a vision, set of guiding principles, and five strategies for successful curricula delivery in the modern era so that global health training can be made available to a wider audience more efficiently and effectively. Twit Text FOAVip Delivering Modern Global Health Learning Requires New Obligations and Approaches ????Ann Glob Health http://www.kidney.de/pget.php?&tw=1&pmid=34307071 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=34307071 #FOAvip English Wikipedia <ref>{{Cite pmid|34307071}}</ref> Delivering Modern Global Health Learning Requires New Obligations and Approaches #MMPMID34307071 McNabb SJN; Magowe M; Shaw N; Berrian AM; Wilkes M; Shaikh A; Gachuno O; Perrone LA; Murray BL; Berman E; Hansoti B Ann Glob Health 2021[]; 87 (1): 68 PMID34307071show ga INTRODUCTION: The COVID-19 pandemic has forced a new look (or modernization) for both the obligations and approaches to achieve best-practices in global health learning. These best-practices have moved beyond traditional, face-to-face (F2F), classroom-based didactics to the use of innovative online, asynchronous and synchronous instructional design and the information and communication technology (ICT) tools to support it. But moving to this higher level of online in-service and pre-service training, key obligations (e.g., stopping neocolonialization, cultural humility, reversing brain drain, gender equity) must guide the modernization of instructional design and the supporting ICT. To positively impact global health training, educators must meet the needs of learners where they are. PURPOSE: We describe a set of multi-communication methods, e-Learning principles, strategies, and ICT approaches for educators to pivot content delivery from traditional, F2F classroom didactics into the modern era. These best-practices in both the obligations and approaches utilize thoughtful, modern strategies of instructional design and ICT. APPROACH: We harnessed our collective experiences in global health training to present thoughtful insights on the guiding principles, strategies, and ICT environment central to develop learning curricula that meet trainee needs and how they can be actualized. Specifically, we describe five strategies: 1. Individualized learning; 2. Provide experiential learning; 3. Mentor ... Mentor ... Mentor; 4. Reinforce learning through assessment; and 5. Information and communication technology and tools to support learning. DISCUSSION: We offer a vision, set of guiding principles, and five strategies for successful curricula delivery in the modern era so that global health training can be made available to a wider audience more efficiently and effectively. |*Learning[MESH] |Education, Distance/*methods[MESH] |Educational Measurement/methods[MESH] |Global Health/*education[MESH] |Humans[MESH] |International Cooperation[MESH] |Mentoring/*methods[MESH]Delivering Modern Global Health Learning Requires New Obligations and (epmc).pdf DeepDyve Pubget Overpricing