Virtual learning and professional development

Context: Health professions education (HPE) scholarship is expanding but remains unevenly distributed by region and language. Scientometrics can guide efforts to strengthen bibliodiversity, particularly for Global South regions underrepresented in HPE meta-research.

Objectives: This study aims to characterise publications from Hispanic America across medicine, nursing, dentistry and veterinary medicine, examining productivity, venues, collaboration, gender and thematic evolution.

Objectives: The COVID-19 pandemic led to a rapid adoption of telehealth technologies, particularly in terms of treatment delivery and trainee education. Prior work has found that virtual training (in which supervisors and trainees are not co-located and interact via virtual communication platforms) is well-received and supports effective supervisor/ trainee working relationships. However, there is limited assessment of the effectiveness of virtual training in supporting clinical skill development or working relationships.

Virtual care, introduced previously as a replacement for in-person visits, is now being integrated into clinical care delivery models to complement in-person visits. The COVID-19 pandemic sped up this process. The rapid uptake of virtual care at the start of the pandemic prevented educators from taking deliberate steps to design the foundational elements of the related learning environment, including workflow, competencies, and assessment methods.

Nowadays, accidents and disasters are one of the most important issues facing humans. Training is an important feature in disasters and distance learning is a suitable method for education in every place and at every time. The aim of this study is to determine distance learning methods in disaster preparedness. This study was conducted to this question: what types of distance learning methods can use in disaster preparedness?”.