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@Article{alkhameesPsychologicalImpactCOVID192020,
title = {The Psychological Impact of {{COVID}}-19 Pandemic on the General Population of {{Saudi Arabia}}},
author = {Abdulmajeed A. Alkhamees and Saleh A. Alrashed and Ali A. Alzunaydi and Ahmed S. Almohimeed and Moath S. Aljohani},
year = {2020},
month = {oct},
volume = {102},
pages = {152192},
issn = {1532-8384},
doi = {10.1016/j.comppsych.2020.152192},
abstract = {BACKGROUND: The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is an emerging infection causing a widely spread pandemic of Coronavirus disease 2019 (COVID-19). The current COVID-2019 pandemic is prompting fear of falling sick, dying, helplessness and stigma, urgent and timely understanding of mental health status is needed to help the community. Our investigation designed to survey the general population in Saudi Arabia to assess the degree of psychological impact during the pandemic. METHODS: During the early stage of the outbreak, we conducted an online-based survey using a snowballing sample technique. The surveys collected data about several aspects of participant sociodemographic, knowledge, concerns, psychological impact, and mental health status. We assessed the psychological impact and mental health status using the Impact of Event Scale-Revised (IES-R), and the Depression, Anxiety, and Stress Scale (DASS-21). RESULTS: Our survey recruited 1160 respondents of the general public of Saudi Arabia. Of them, 23.6\% reported moderate or severe psychological impact of the outbreak, 28.3\%,24\%, and 22.3\% reported moderate to severe depressive, anxiety, and stress symptoms, respectively. Females reported IES-R (B: 5.46, 95\% CI: 3.61 to 7.31) and DASS subscales B coefficient ranged from 1.65 to 2.63, along with high-school students, working in the medical field, and poor self-reported health status was significantly associated with a high level of IES-R and DASS scales (p~{$<~$}.05). Experiencing breathing difficulty and dizziness showed a stronger association with higher IES-R and DASS subscales than other somatic symptoms (e.g., headache and fever);(p~{$<~$}.001). Respondents who practiced specific preventative measures (e.g., hand washing, social distancing) demonstrated a protective effect against stress, anxiety, and depression symptoms. Social distancing appeared to be protective on stress and anxiety subscales (B: -1.49, 95\% CI: -2.79 to -0.19),(B: -1.53, 95\% CI: -2.50 to -0.57),respectively; and hand hygiene on depression subscale (B: -2.43, 95\% CI: -4.44 to -0.42). CONCLUSION: Throughout the early stage of the COVID-19 outbreak in Saudi Arabia, the results showed that nearly one-fourth of the sampled general population experienced moderate to severe psychological impact. Following specific precautionary measures appeared to have a protective effect on the individual's mental health. Our findings can be used to construct psychological interventions directed toward vulnerable populations and to implement public mental health strategies in the early stages of the outbreak.},
file = {/Users/drkmenon/Zotero/storage/DAZAMYJQ/Alkhamees et al. - 2020 - The psychological impact of COVID-19 pandemic on t.pdf},
journal = {Comprehensive Psychiatry},
keywords = {Adolescent,Adult,Aged,Anxiety,Anxiety Disorders,Betacoronavirus,Coronavirus,Coronavirus Infections,COVID-19,Depression,Fear,Female,Humans,IES,Knowledge,Male,Mental Health,Middle Aged,Pandemic,Pandemics,Pneumonia; Viral,Precaution,Psychological impact,SARS-CoV-2,Saudi Arabia,Stress,Surveys and Questionnaires,Young Adult},
language = {eng},
pmcid = {PMC7354380},
pmid = {32688022},
}
@Online{UGCurriculumNMC,
title = {{{UG Curriculum}} | {{NMC}}},
url = {https://www.nmc.org.in/information-desk/for-colleges/ug-curriculum},
urldate = {2021-01-01},
file = {/Users/drkmenon/Zotero/storage/A4RCKGM2/ug-curriculum.html},
langid = {american},
}
@Online{UGCurriculumNMCa,
title = {{{UG Curriculum}} | {{NMC}}},
url = {https://www.nmc.org.in/information-desk/for-colleges/ug-curriculum},
urldate = {2021-01-14},
langid = {american},
}
@Article{georgeSimpleFivestepMethod,
title = {A {{Simple Five}}-Step {{Method}} for {{Teaching Clinical Skills}}},
author = {John H George and Frank X Doto},
pages = {2},
file = {/Users/drkmenon/Zotero/storage/C6VS2SNU/George and Doto - A Simple Five-step Method for Teaching Clinical Sk.pdf},
langid = {english},
}
@Article{giacominoEffectivenessPeyton4step2020,
title = {The Effectiveness of the {{Peyton}}'s 4-Step Teaching Approach on Skill Acquisition of Procedures in Health Professions Education: {{A}} Systematic Review and Meta-Analysis with Integrated Meta-Regression},
shorttitle = {The Effectiveness of the {{Peyton}}'s 4-Step Teaching Approach on Skill Acquisition of Procedures in Health Professions Education},
author = {Katia Giacomino and Rahel Caliesch and Karl Martin Sattelmayer},
date = {2020},
journaltitle = {PeerJ},
shortjournal = {PeerJ},
volume = {8},
pages = {e10129},
issn = {2167-8359},
doi = {10.7717/peerj.10129},
abstract = {Background: Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a {"}see one - do one{"} approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton's teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton's 4-step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher. Methods: We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions. Results: An effect size of 0.45 SMD (95\% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95\% CI [-0.09; 1.49]) at retention testing were in favour of Peyton's teaching approach for skill acquisition. The groups using Peyton's teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: -0.8; 95\% [CI -2.13 to 1.62]) and retention (SMD: -2.65; 95\% CI [-7.77 to 2.47]) testing. The effectiveness of Peyton's teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable. Conclusion: Peyton's teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton's teaching approach is less clear. Peyton's teaching approach is more effective when small groups with few students per teacher are used.},
eprint = {33083149},
eprinttype = {pmid},
keywords = {Clinical competence,Motor skills,Peyton’s 4-step,Procedural skills,Psychomotor performance,Public health professional education,See one - do one},
langid = {english},
pmcid = {PMC7549471},
}