No abstract available.
*Editorial Policies ; Humans ; *Journalism, Medical ; Peer Review, Research/*methods

The article supports the idea of providing infrastructure and training for preparing and publishing quality video articles. Properly edited, formatted, and verified video items can present graphic contents of interest to the global scientific community. It is suggested to apply traditional attributes of scholarly articles to video items and aggregate them on a specifically designed editing, publishing, and indexing platform, called PubTube. As a mega platform, PubTube may provide space for a variety of open-access sources of information, ranging from short audio-video presentations to research protocols and educational lectures. Video articles on the platform have to pass quality checks by skilled reviewers. Global editorial associations should be prepared to improving the whole process of publishing and aggregating video articles.
Editorial Policies ; Information Dissemination/*methods ; Internet/*organization & administration ; *Multimedia ; Peer Review, Research/*methods ; Publishing

Scientific authors are responsible for the accuracy of their writings and references to others' works. However, relying on authors is not enough when it comes to processing their manuscripts. Joint efforts of authors, peer reviewers, editors, and publishers throughout the publishing process may prevent most reference errors. This article analyzes essential aspects of bibliographic management and focuses on the importance of validating references by all stakeholders of scholarly publishing.
*Authorship ; *Bibliography as Topic ; Bibliometrics ; *Databases, Bibliographic ; *Editorial Policies ; Peer Review/*methods ; *Periodicals as Topic ; Publishing/*organization & administration

OBJECTIVES: The aim of this study is to develop guideline for evaluation of depression. METHODS: Development of this guideline was processed according to the ADAPTE manual, which was developed for adaptation of good clinical practice guidelines. Important key questions were determined, and a systematic review of clinical practice guidelines was performed. The contents of guidelines selected by comparison of the methodological quality and currency were evaluated with regard to the applicability and acceptability. Answers to key questions and clinical recommendations were established by peer review. RESULTS: Careful evaluations on the characteristics of depression, including subtype, severity, suicidality, and psychiatric and physical comorbidities were recommended because these factors can have an influence on course and prognosis in treatment of depression. CONCLUSION: The results of this study may contribute to the systematic evaluation of depression, based on clinical importance. However, this guideline did not include systematic reviews regarding useful scales for evaluation of depression. In the future, amendment of this guideline might be needed in order to supplement limitations.
Comorbidity ; Depression* ; Depressive Disorder ; Diagnosis* ; Methods ; Peer Review ; Prognosis ; Weights and Measures

OBJECTIVES: The aim of this study is to develop guideline for use in diagnosis of depression. METHODS: Development of this guideline was processed according to the ADAPTE manual, which was developed for adaptation of good clinical practice guidelines. Important key questions were determined, and a systematic review of clinical practice guidelines was performed. The contents of guidelines selected by comparison of the methodological quality and currency were evaluated with regard to the applicability and acceptability. Answers to key questions and clinical recommendations were established by peer review. RESULTS: There has been no evidence on strategies to improve the accuracy and rate of diagnosis of depression. The screening tools for depression were useful in diagnosis of depression in clinical practice. CONCLUSION: The results of this study may suggest the necessity of strategies to improve the validity and reliability of diagnosis of depression. In contrast, scales for screening depression can be useful in diagnosis of depression. This guideline did not include systematic reviews regarding useful scales for diagnosis of depression. In the future, amendment of this guideline might be needed in order to supplement limitations.
Depression* ; Depressive Disorder ; Diagnosis* ; Mass Screening ; Methods ; Peer Review ; Reproducibility of Results ; Weights and Measures

Evidence-Based Medicine ; Humans ; Medicine ; methods ; Pakistan ; Peer Review, Research ; Periodicals as Topic ; Publishing ; Research

PURPOSE: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. METHODS: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. RESULTS: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=−3.56, p=.001) and critical thinking disposition after the class (t=−3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. CONCLUSION: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.
Education, Nursing ; Health Services Research* ; Humans ; Learning* ; Methods ; Nursing* ; Peer Review ; Thinking

PURPOSE: The purpose of this study was to explore the relationships among medical students' assessments on peers' group presentations, instructors' assessments of those presentations, and students' educational achievements in other assignments and tests. METHODS: A total of 101 first-year students from a medical school participated in the study. The students' educational achievements in a 4-week long integrated curriculum were analyzed. Student's final grades were comprised of the following education criteria: two written tests (60%), 15 group reports (25%), one individual report (7%), and four group presentations (15%). We compared scores of the group presentation assessed by the peers and the two instructors. Furthermore, we compared peers' assessment scores with each component of the evaluation criteria. RESULTS: Pearson correlation analysis showed significant correlaton for the assessments between peers and instructors (r=0.775, p<0.001). Peer assessment scores also correlated significantly with scores for the group assignments (r=0.777, p<0.001), final grades on the curriculum (r=0.345, p<0.001), and scores for individual assignments (r=0.334, p<0.001); however, no significant correlation was observed between the peer-assessed group presentation scores and the two written test scores. CONCLUSION: Peer assessments may be a reliable and valid method for evaluating medical students' performances in an integrated curriculum, especially if the assessments are used to academic processes, such as presentations, with explicit evaluation and judgment criteria. Peer assessments on group presentations might assess different learning domains compared to written tests that primarily evaluate limited medical knowledge and clinical reasoning.
Curriculum ; Education ; Educational Status ; Group Processes ; Humans ; Judgment ; Learning ; Methods ; Peer Review ; Schools, Medical ; Self-Evaluation Programs ; Students, Medical*

PURPOSE: The quality assurance (QA) chart rounds are multidisciplinary meetings to review radiation therapy (RT) treatment plans. This study focus on describing the changes in RT management based on QA round reviews in a single institution. MATERIALS AND METHODS: After 9 full years of implementation, a retrospective review of all patients whose charts passed through departmental QA chart rounds from 2007 to 2015. The reviewed cases were presented for RT plan review; subcategorized based on decision in QA rounds into: approved, minor modifications or major modifications. Major modification defined as any substantial change which required patient re-simulation orre-planning prior to commencement of RT. Minor modification included treatment plan changes which didn’t necessarily require RT re-planning. RESULTS: Overall 7,149 RT treatment plans for different anatomical sites were reviewed at QA rounds. From these treatment plans, 6,654 (93%) were approved, 144 (2%) required minor modifications, while 351 (5%) required major modifications. Major modification included changes in: selected RT dose (96/351, 27%), target volume definition (127/351, 36%), organs-at-risk contouring (10/351, 3%), dose volume objectives/constraints criteria (90/351, 26%), and intent of treatment (28/351, 8%). The RT plans which required major modification according to the tumor subtype were as follows: head and neck (104/904, 12%), thoracic (12/199, 6%), gastrointestinal (33/687,5%), skin (5/106, 5%), genitourinary (16/359, 4%), breast (104/2387, 4%), central nervous system (36/846, 4%), sarcoma (11/277, 4%), pediatric (7/251, 3%), lymphoma (10/423, 2%), gynecological tumors (2/359, 1%), and others (11/351, 3%). CONCLUSION: Multi-disciplinary standardized QA chart rounds provide a comprehensive and an influential method on RT plans and/ or treatment decisions.
Breast ; Central Nervous System ; Head ; Humans ; Jordan ; Lymphoma ; Methods ; Neck ; Peer Review ; Radiotherapy ; Retrospective Studies ; Sarcoma ; Skin

PURPOSE: Peer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner's level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers and NPs may be a sustainable way to enhance student assessment feedback. This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students' attitudes towards marking by those various groups. METHODS: A cross-sectional study design was used. Year 2 osteopathy students (n=86) were invited to perform self and peer assessments of a clinical history-taking and communication skills assessment. NPs and faculty also marked the assessment. Year 2 students also completed a questionnaire on their attitudes to peer/NP marking. Descriptive statistics and the Spearman rho coefficient were used to evaluate relationships across marker groups. RESULTS: Year 2 students (n=9), NPs (n=3), and faculty (n=5) were recruited. Correlations between self and peer (r=0.38) and self and faculty (r=0.43) marks were moderate. A weak correlation was observed between self and NP marks (r=0.25). Perceptions of peer and NP marking varied, with over half of the cohort suggesting that peer or NP assessments should not contribute to their grade. CONCLUSION: Framing peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrating students' self-assessment capability. The small number of students recruited suggests some acceptability of peer and NP assessment; however, further work is required to increase its acceptability.
Australia ; Cohort Studies ; Cross-Sectional Studies ; Educational Measurement ; Humans ; Learning ; Literacy ; Methods ; Osteopathic Medicine ; Peer Review ; Self-Assessment