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Access to and affordability of healthcare for TB patients in China: issues and challenges.

Infectious diseases of poverty

Tang S, Wang L, Wang H, Chin DP.
PMID: 26822583
Infect Dis Poverty. 2016 Jan 29;5:10. doi: 10.1186/s40249-016-0096-y.

This paper introduces the background, aim and objectives of the project entitled "China-the Gates Foundation Collaboration on TB Control in China" that has been underway for many years. It also summarizes the key findings of the nine papers included...

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Tang S, Wang L, Wang H, et al. Access to and affordability of healthcare for TB patients in China: issues and challenges. Infect Dis Poverty. 2016;5:10doi: 10.1186/s40249-016-0096-y.
Tang, S., Wang, L., Wang, H., & Chin, D. P. (2016). Access to and affordability of healthcare for TB patients in China: issues and challenges. Infectious diseases of poverty, 510. https://doi.org/10.1186/s40249-016-0096-y
Tang, Shenglan, et al. "Access to and affordability of healthcare for TB patients in China: issues and challenges." Infectious diseases of poverty vol. 5 (2016): 10. doi: https://doi.org/10.1186/s40249-016-0096-y
Tang S, Wang L, Wang H, Chin DP. Access to and affordability of healthcare for TB patients in China: issues and challenges. Infect Dis Poverty. 2016 Jan 29;5:10. doi: 10.1186/s40249-016-0096-y. PMID: 26822583; PMCID: PMC4731945.
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Mixed Methods in Health Professions Education Scholarship.

Journal of graduate medical education

O'Brien BC, O'Sullivan PS.
PMID: 28439364
J Grad Med Educ. 2017 Apr;9(2):253-254. doi: 10.4300/JGME-D-16-00692.1.

No abstract available.

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O'Brien BC, O'Sullivan PS. Mixed Methods in Health Professions Education Scholarship. J Grad Med Educ. 2017;9(2):253-254doi: 10.4300/JGME-D-16-00692.1.
O'Brien, B. C., & O'Sullivan, P. S. (2017). Mixed Methods in Health Professions Education Scholarship. Journal of graduate medical education, 9(2), 253-254. https://doi.org/10.4300/JGME-D-16-00692.1
O'Brien, Bridget C, and O'Sullivan, Patricia S. "Mixed Methods in Health Professions Education Scholarship." Journal of graduate medical education vol. 9,2 (2017): 253-254. doi: https://doi.org/10.4300/JGME-D-16-00692.1
O'Brien BC, O'Sullivan PS. Mixed Methods in Health Professions Education Scholarship. J Grad Med Educ. 2017 Apr;9(2):253-254. doi: 10.4300/JGME-D-16-00692.1. PMID: 28439364; PMCID: PMC5398149.
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A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes.

Advances in health sciences education : theory and practice

Onyura B, Ng SL, Baker LR, Lieff S, Millar BA, Mori B.
PMID: 27295217
Adv Health Sci Educ Theory Pract. 2017 Mar;22(1):165-186. doi: 10.1007/s10459-016-9690-9. Epub 2016 Jun 13.

Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our...

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Onyura B, Ng SL, Baker LR, et al. A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Adv Health Sci Educ Theory Pract. 2016;22(1):165-186doi: 10.1007/s10459-016-9690-9.
Onyura, B., Ng, S. L., Baker, L. R., Lieff, S., Millar, B. A., & Mori, B. (2017). A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Advances in health sciences education : theory and practice, 22(1), 165-186. https://doi.org/10.1007/s10459-016-9690-9
Onyura, Betty, et al. "A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes." Advances in health sciences education : theory and practice vol. 22,1 (2017): 165-186. doi: https://doi.org/10.1007/s10459-016-9690-9
Onyura B, Ng SL, Baker LR, Lieff S, Millar BA, Mori B. A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Adv Health Sci Educ Theory Pract. 2017 Mar;22(1):165-186. doi: 10.1007/s10459-016-9690-9. Epub 2016 Jun 13. PMID: 27295217.
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Natural versus anthropogenic climate change: Swedish farmers' joint construction of climate perceptions.

Public understanding of science (Bristol, England)

Asplund T.
PMID: 25471349
Public Underst Sci. 2016 Jul;25(5):560-75. doi: 10.1177/0963662514559655. Epub 2014 Dec 02.

While previous research into understandings of climate change has usually examined general public perceptions, this study offers an audience-specific departure point. This article analyses how Swedish farmers perceive climate change and how they jointly shape their understandings. The agricultural...

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Asplund T. Natural versus anthropogenic climate change: Swedish farmers' joint construction of climate perceptions. Public Underst Sci. 2014;25(5):560-75doi: 10.1177/0963662514559655.
Asplund, T. (2016). Natural versus anthropogenic climate change: Swedish farmers' joint construction of climate perceptions. Public understanding of science (Bristol, England), 25(5), 560-75. https://doi.org/10.1177/0963662514559655
Asplund, Therese. "Natural versus anthropogenic climate change: Swedish farmers' joint construction of climate perceptions." Public understanding of science (Bristol, England) vol. 25,5 (2016): 560-75. doi: https://doi.org/10.1177/0963662514559655
Asplund T. Natural versus anthropogenic climate change: Swedish farmers' joint construction of climate perceptions. Public Underst Sci. 2016 Jul;25(5):560-75. doi: 10.1177/0963662514559655. Epub 2014 Dec 02. PMID: 25471349.
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[The experience of women care cargivers with chronic conditions of dependent relatives].

Atencion primaria

Martínez Marcos M, De la Cuesta Benjumea C.
PMID: 26002750
Aten Primaria. 2016 Feb;48(2):77-84. doi: 10.1016/j.aprim.2015.03.006. Epub 2015 May 19.

OBJECTIVE: To describe the experience of women caregivers with chronic conditions who care for a dependent relative.DESIGN: Qualitative study based on constructivist grounded theory.LOCATION: Study conducted on two Health Areas urban of the Community of Madrid.PARTICIPANTS: Thirty nine women...

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Martínez Marcos M, De la Cuesta Benjumea C. La experiencia del cuidado de las mujeres cuidadoras con procesos crónicos de salud de familiares dependientes. [The experience of women care cargivers with chronic conditions of dependent relatives]. Aten Primaria. 2015;48(2):77-84doi: 10.1016/j.aprim.2015.03.006.
Martínez Marcos, M., & De la Cuesta Benjumea, C. (2016). La experiencia del cuidado de las mujeres cuidadoras con procesos crónicos de salud de familiares dependientes. [The experience of women care cargivers with chronic conditions of dependent relatives]. Atencion primaria, 48(2), 77-84. https://doi.org/10.1016/j.aprim.2015.03.006
Martínez Marcos, Mercedes, and De la Cuesta Benjumea, Carmen. "La experiencia del cuidado de las mujeres cuidadoras con procesos crónicos de salud de familiares dependientes." [The experience of women care cargivers with chronic conditions of dependent relatives]. Atencion primaria vol. 48,2 (2016): 77-84. doi: https://doi.org/10.1016/j.aprim.2015.03.006
Martínez Marcos M, De la Cuesta Benjumea C. La experiencia del cuidado de las mujeres cuidadoras con procesos crónicos de salud de familiares dependientes. [The experience of women care cargivers with chronic conditions of dependent relatives]. Aten Primaria. 2016 Feb;48(2):77-84. doi: 10.1016/j.aprim.2015.03.006. Epub 2015 May 19. Spanish. PMID: 26002750; PMCID: PMC6877853.
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Objectively assessing nursing practices: a curricular development.

Nurse education today

O'Neill A, McCall JM.
PMID: 8716542
Nurse Educ Today. 1996 Apr;16(2):121-6. doi: 10.1016/s0260-6917(96)80068-2.

In preparation for the changing needs of undergraduate nursing students undertaking a Project 2000 degree, it was necessary to rethink the nursing skills programme. After studying the literature a nursing skills laboratory was designed which provided both an institutional...

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O'Neill A, McCall JM. Objectively assessing nursing practices: a curricular development. Nurse Educ Today. 1996;16(2):121-6doi: 10.1016/s0260-6917(96)80068-2.
O'Neill, A., & McCall, J. M. (1996). Objectively assessing nursing practices: a curricular development. Nurse education today, 16(2), 121-6. https://doi.org/10.1016/s0260-6917(96)80068-2
O'Neill, A, and McCall, J M. "Objectively assessing nursing practices: a curricular development." Nurse education today vol. 16,2 (1996): 121-6. doi: https://doi.org/10.1016/s0260-6917(96)80068-2
O'Neill A, McCall JM. Objectively assessing nursing practices: a curricular development. Nurse Educ Today. 1996 Apr;16(2):121-6. doi: 10.1016/s0260-6917(96)80068-2. PMID: 8716542.
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Issues related to disability in India: a focus group study.

The National medical journal of India

Pal HR, Saxena S, Chandrashekhar K, Sudha SJ, Murthy RS, Thara R, Srinivasan TN, Gupta D, Singh U.
PMID: 11190051
Natl Med J India. 2000 Sep-Oct;13(5):237-41.

BACKGROUND: Systematic research into disability has been scarce, especially from India, even though an estimated 5% of the population may have significant disability due to physical disorders. Depression as a common psychiatric disorder affects about 3%-5% of the population....

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Pal HR, Saxena S, Chandrashekhar K, et al. Issues related to disability in India: a focus group study. Natl Med J India. 2000;13(5):237-41
Pal, H. R., Saxena, S., Chandrashekhar, K., Sudha, S. J., Murthy, R. S., Thara, R., Srinivasan, T. N., Gupta, D., & Singh, U. (2000). Issues related to disability in India: a focus group study. The National medical journal of India, 13(5), 237-41.
Pal, H R, et al. "Issues related to disability in India: a focus group study." The National medical journal of India vol. 13,5 (2000): 237-41.
Pal HR, Saxena S, Chandrashekhar K, Sudha SJ, Murthy RS, Thara R, Srinivasan TN, Gupta D, Singh U. Issues related to disability in India: a focus group study. Natl Med J India. 2000 Sep-Oct;13(5):237-41. PMID: 11190051.
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Barriers to achieving evidence-based stroke rehabilitation.

Clinical rehabilitation

Pollock AS, Legg L, Langhorne P, Sellars C.
PMID: 11128736
Clin Rehabil. 2000 Dec;14(6):611-7. doi: 10.1191/0269215500cr369oa.

OBJECTIVE: To determine the perceived barriers to evidence-based practice by health professionals working within the field of stroke rehabilitation.DESIGN: Focus groups were carried out to identify the perceived barriers; these were followed by a postal questionnaire that asked stroke...

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Pollock AS, Legg L, Langhorne P, et al. Barriers to achieving evidence-based stroke rehabilitation. Clin Rehabil. 2000;14(6):611-7doi: 10.1191/0269215500cr369oa.
Pollock, A. S., Legg, L., Langhorne, P., & Sellars, C. (2000). Barriers to achieving evidence-based stroke rehabilitation. Clinical rehabilitation, 14(6), 611-7. https://doi.org/10.1191/0269215500cr369oa
Pollock, A S, et al. "Barriers to achieving evidence-based stroke rehabilitation." Clinical rehabilitation vol. 14,6 (2000): 611-7. doi: https://doi.org/10.1191/0269215500cr369oa
Pollock AS, Legg L, Langhorne P, Sellars C. Barriers to achieving evidence-based stroke rehabilitation. Clin Rehabil. 2000 Dec;14(6):611-7. doi: 10.1191/0269215500cr369oa. PMID: 11128736.
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Developing postgraduate awards for critical care.

Nurse education today

Saggs P.
PMID: 12727098
Nurse Educ Today. 2003 May;23(4):307-14. doi: 10.1016/s0260-6917(03)00032-7.

This report outlines a qualitative study that explored the academics' perceptions of postgraduate education for critical care. A framework was generated using models of curriculum design. Focus groups and interviews were undertaken to explore four areas within this framework...

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Saggs P. Developing postgraduate awards for critical care. Nurse Educ Today. 2003;23(4):307-14doi: 10.1016/s0260-6917(03)00032-7.
Saggs, P. (2003). Developing postgraduate awards for critical care. Nurse education today, 23(4), 307-14. https://doi.org/10.1016/s0260-6917(03)00032-7
Saggs, Pauline. "Developing postgraduate awards for critical care." Nurse education today vol. 23,4 (2003): 307-14. doi: https://doi.org/10.1016/s0260-6917(03)00032-7
Saggs P. Developing postgraduate awards for critical care. Nurse Educ Today. 2003 May;23(4):307-14. doi: 10.1016/s0260-6917(03)00032-7. PMID: 12727098.
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[Use of the focus group as evaluation tool of a health education program].

Revista da Escola de Enfermagem da U S P

Soares CB, Reale D, Brites CM.
PMID: 12033140
Rev Esc Enferm USP. 2000 Sep;34(3):317-22. doi: 10.1590/s0080-62342000000300014.

The objective of this study was to identify the possibilities and limitations of the focal group as a tool to evaluation through a case study of a health educational training process. Among the conclusions we emphasize: the maintenance of...

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Soares CB, Reale D, Brites CM. Uso de grupo focal como instrumento de avaliação de programa educacional em saúde. [Use of the focus group as evaluation tool of a health education program]. Rev Esc Enferm USP. 2000;34(3):317-22doi: 10.1590/s0080-62342000000300014.
Soares, C. B., Reale, D., & Brites, C. M. (2000). Uso de grupo focal como instrumento de avaliação de programa educacional em saúde. [Use of the focus group as evaluation tool of a health education program]. Revista da Escola de Enfermagem da U S P, 34(3), 317-22. https://doi.org/10.1590/s0080-62342000000300014
Soares, C B, et al. "Uso de grupo focal como instrumento de avaliação de programa educacional em saúde." [Use of the focus group as evaluation tool of a health education program]. Revista da Escola de Enfermagem da U S P vol. 34,3 (2000): 317-22. doi: https://doi.org/10.1590/s0080-62342000000300014
Soares CB, Reale D, Brites CM. Uso de grupo focal como instrumento de avaliação de programa educacional em saúde. [Use of the focus group as evaluation tool of a health education program]. Rev Esc Enferm USP. 2000 Sep;34(3):317-22. doi: 10.1590/s0080-62342000000300014. Portuguese. PMID: 12033140.
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Maximizing results with focus groups: moderator and analysis issues.

Applied nursing research : ANR

Morrison-Beedy D, Côté-Arsenault D, Feinstein NF.
PMID: 11172230
Appl Nurs Res. 2001 Feb;14(1):48-53. doi: 10.1053/apnr.2001.21081.

Focus groups can be used to gather rich, detailed descriptions of shared individual experiences and beliefs. Group process enhances the richness of the data obtained via this method. Nurses are skilled in gathering detailed and often sensitive information and...

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Morrison-Beedy D, Côté-Arsenault D, Feinstein NF. Maximizing results with focus groups: moderator and analysis issues. Appl Nurs Res. 2001;14(1):48-53doi: 10.1053/apnr.2001.21081.
Morrison-Beedy, D., Côté-Arsenault, D., & Feinstein, N. F. (2001). Maximizing results with focus groups: moderator and analysis issues. Applied nursing research : ANR, 14(1), 48-53. https://doi.org/10.1053/apnr.2001.21081
Morrison-Beedy, D, et al. "Maximizing results with focus groups: moderator and analysis issues." Applied nursing research : ANR vol. 14,1 (2001): 48-53. doi: https://doi.org/10.1053/apnr.2001.21081
Morrison-Beedy D, Côté-Arsenault D, Feinstein NF. Maximizing results with focus groups: moderator and analysis issues. Appl Nurs Res. 2001 Feb;14(1):48-53. doi: 10.1053/apnr.2001.21081. PMID: 11172230.
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Lifelong learning in ethical practice: a challenge for continuing medical education.

The Journal of continuing education in the health professions

Kenny N, Sargeant J, Allen M.
PMID: 11291582
J Contin Educ Health Prof. 2001;21(1):24-32. doi: 10.1002/chp.1340210105.

BACKGROUND: Formal education in the identification, analysis, and resolution of ethical issues in clinical practice is now an essential component of undergraduate and postgraduate medical education. Physicians educated before the 1980s have had little or no formal education in...

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Kenny N, Sargeant J, Allen M. Lifelong learning in ethical practice: a challenge for continuing medical education. J Contin Educ Health Prof. 2001;21(1):24-32doi: 10.1002/chp.1340210105.
Kenny, N., Sargeant, J., & Allen, M. (2001). Lifelong learning in ethical practice: a challenge for continuing medical education. The Journal of continuing education in the health professions, 21(1), 24-32. https://doi.org/10.1002/chp.1340210105
Kenny, N, et al. "Lifelong learning in ethical practice: a challenge for continuing medical education." The Journal of continuing education in the health professions vol. 21,1 (2001): 24-32. doi: https://doi.org/10.1002/chp.1340210105
Kenny N, Sargeant J, Allen M. Lifelong learning in ethical practice: a challenge for continuing medical education. J Contin Educ Health Prof. 2001;21(1):24-32. doi: 10.1002/chp.1340210105. PMID: 11291582.
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Showing 13 to 24 of 825 entries