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Lampridis S, Scarci M, Cerfolio RJ. Interprofessional education in cardiothoracic surgery: a narrative review. Front Surg 2024; 11. [DOI: 10.3389/fsurg.2024.1467940] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/05/2024] Open
Abstract
Interprofessional education, an approach where healthcare professionals from various disciplines learn with, from, and about each other, is widely recognized as an important strategy for improving collaborative practice and patient outcomes. This narrative review explores the current state and future directions of interprofessional education in cardiothoracic surgery. We conducted a literature search using the PubMed, Scopus, and Web of Science databases, focusing on English-language articles published after 2000. Our qualitative synthesis identified key themes related to interprofessional education interventions, outcomes, and challenges. The integration of interprofessional education in cardiothoracic surgery training programs varies across regions, with a common focus on teamwork and interpersonal communication. Simulation-based training has emerged as a leading modality for cultivating these skills in multidisciplinary settings, with studies showing improvements in team performance, crisis management, and patient safety. However, significant hurdles remain, including professional socialization, hierarchies, stereotypes, resistance to role expansion, and logistical constraints. Future efforts in this field should prioritize deeper curricular integration, continuous faculty development, strong leadership support, robust outcome evaluation, and sustained political and financial commitment. The integration of interprofessional education in cardiothoracic surgery offers considerable potential for enhancing patient care quality, but realizing this vision requires a multifaceted approach. This approach must address individual, organizational, and systemic factors to build an evidence-based framework for implementation.
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Kwon YG, Namgung M, Park SH, Kim MK, Myung SJ, Eo EK, Kim CW. Impact of a game-based interprofessional education program on medical students' perceptions: a text network analysis using essays. BMC MEDICAL EDUCATION 2024; 24:898. [PMID: 39164644 PMCID: PMC11334522 DOI: 10.1186/s12909-024-05893-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/27/2024] [Accepted: 08/12/2024] [Indexed: 08/22/2024]
Abstract
BACKGROUND The increasing complexity of the healthcare environment and the necessity of multidisciplinary teamwork have highlighted the importance of interprofessional education (IPE). IPE aims to enhance the quality of patient care through collaborative education involving various healthcare professionals, such as doctors, nurses, and pharmacists. This study sought to analyze how game-based IPE activities influence students' perceptions and reflective thinking. It also aimed to identify the shifts in perception and effectiveness caused by this educational approach. METHODS The study is based on a game-based IPE program conducted at University A, involving medical and nursing students in structured learning and team-based activities. Data were collected using essays written by the students after they had participated in IPE activities. Text network analysis was conducted by extracting key terms, performing centrality analysis, and visualizing topic modeling to identify changes in students' perceptions and reflective thinking. RESULTS Keywords such as "patient," "thought," "group," "doctor," "nurse," and "communication" played a crucial role in the network, indicating that students prioritized enhancing their communication and problem-solving skills within the educational environment. The topic modeling results identified three main topics, each demonstrating the positive influence of game-based collaborative activities, interprofessional perspectives, and interdisciplinary educational experiences on students. Topic 3 (interdisciplinary educational experience) acted as a significant mediator connecting Topic 1 (game-based collaborative activity experience) and Topic 2 (interprofessional perspectives). CONCLUSION This study demonstrates that game-based IPE activities are an effective educational approach for enhancing students' team building skills, particularly communication and interprofessional perspectives. Based on these findings, future IPE programs should focus on creating collaborative learning environments, strengthening communication skills, and promoting interdisciplinary education. The findings provide essential insights for educational designers and medical educators to enhance the effectiveness of IPE programs. Future research should assess the long-term impacts of game-based IPE on clinical practice, patient outcomes, and participants' professional development.
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Affiliation(s)
- Young Gyu Kwon
- Center for Medical Education, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea
| | - Myeong Namgung
- Department of Emergency Medicine, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea
| | - Song Hee Park
- Department of Medical Education, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea
| | - Mi Kyung Kim
- Department of Medical Education, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea
- Department of Pathology, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea
| | - Sun Jung Myung
- Office of Medical Education, Seoul National University College of Medicine, Jongno-Gu, Seoul, Republic of Korea
| | - Eun Kyung Eo
- Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Bucheon, Republic of Korea
| | - Chan Woong Kim
- Center for Medical Education, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea.
- Department of Emergency Medicine, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea.
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Garavelis K, Hayes N, Maloney M, Liddle K, Moritz K, Gullo MJ, Rose T, Gullo H, McMah R, Heussler H, Reid N. Student experiences in a novel interprofessional neurodevelopmental clinic: a qualitative study. BMC MEDICAL EDUCATION 2024; 24:874. [PMID: 39138469 PMCID: PMC11323686 DOI: 10.1186/s12909-024-05756-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 07/09/2024] [Indexed: 08/15/2024]
Abstract
BACKGROUND Student-led clinics can provide low-cost speciality care and practical interprofessional education (IPE) opportunities. In Australia, there are currently limited speciality services available that provide neurodevelopmental assessments that consider fetal alcohol spectrum disorder (FASD) as one possible outcome. The aim of the current study was to understand student experiences in a novel interprofessional student-led clinic for children and adolescents with suspected or confirmed prenatal alcohol exposure. METHOD Seventeen allied health university students (11 occupational therapy; 6 psychology) participated in individual semi-structured interviews following completion of a 10-week clinic placement. Reflexive thematic analysis was undertaken using NVivo12. RESULTS Four main themes were generated: (1) Interprofessional practice a key for students' development as future healthcare professionals; (2) Meaningful relationships and students' belief they made a difference; (3) Novel challenges tested students' capabilities on placement; and (4) Supervisor attitude and approach to learning supported student development. CONCLUSIONS The current study demonstrated that the interprofessional student-led neurodevelopmental clinic provided a valuable IPE opportunity for students.
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Affiliation(s)
- Khari Garavelis
- School of Psychology, The University of Queensland, Brisbane, QLD, Australia
- Child Health Research Centre, The University of Queensland, 62 Graham Street South Brisbane, Brisbane, QLD, 4121, Australia
| | - Nicole Hayes
- Child Health Research Centre, The University of Queensland, 62 Graham Street South Brisbane, Brisbane, QLD, 4121, Australia
| | - Maree Maloney
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Karen Liddle
- Child Health Research Centre, The University of Queensland, 62 Graham Street South Brisbane, Brisbane, QLD, 4121, Australia
- Children's Health Queensland, Queensland, Brisbane, Australia
| | - Karen Moritz
- Child Health Research Centre, The University of Queensland, 62 Graham Street South Brisbane, Brisbane, QLD, 4121, Australia
| | - Matthew J Gullo
- School of Applied Psychology, Griffith University, Griffith, Australia
- Centre for Mental Health, Griffith University, Griffith, Australia
| | - Tanya Rose
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Hannah Gullo
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Rebecca McMah
- Child Health Research Centre, The University of Queensland, 62 Graham Street South Brisbane, Brisbane, QLD, 4121, Australia
| | - Helen Heussler
- Child Health Research Centre, The University of Queensland, 62 Graham Street South Brisbane, Brisbane, QLD, 4121, Australia
- Children's Health Queensland, Queensland, Brisbane, Australia
| | - Natasha Reid
- Child Health Research Centre, The University of Queensland, 62 Graham Street South Brisbane, Brisbane, QLD, 4121, Australia.
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Liu Y, Zhao J, Cai L. The Role of Interprofessional Education in Optimizing Laparoscopic Skills Training: A Randomized Controlled Trial. J Laparoendosc Adv Surg Tech A 2024. [PMID: 39076111 DOI: 10.1089/lap.2024.0159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/31/2024] Open
Abstract
Background: This investigation evaluates the utility and benefits of integrating interprofessional education (IPE) into laparoscopic training, aiming to enrich medical education and skill acquisition methodologies. Methods: The study randomly allocated 36 participants of a 2023 laparoscopic training course into experimental and control groups, each comprising 18 individuals. The control group underwent traditional theory and practical training, whereas the experimental group additionally engaged in interdisciplinary instruction with nursing educators and participated in simulated laparoscopic surgery exercises. The effectiveness of this interdisciplinary approach was assessed by comparing laparoscopic theory and simulation performance, Objective Structured Assessment of Technical Skills (OSATS) scores in animal-based training, and course satisfaction between the groups. Moreover, the impact on interdisciplinary collaborative competencies was measured through pre- and post-training self-evaluations using the Interprofessional Collaborative Competency Attainment Survey (ICCAS) in the experimental group. Results: The experimental group demonstrated superior performance in laparoscopic theory and simulation, as well as higher OSATS scores, compared with the control group. Satisfaction ratings regarding the skills practice mode, effects, and instructional quality were also significantly better in the experimental group (P < .05, P < .01). Furthermore, participants in the experimental group reported significant pre-to-post training enhancements in interprofessional communication, team collaboration, role perception, conflict management, and learning and feedback marked by statistically significant differences (P < .05, P < .01). Conclusion: The introduction of an IPE framework significantly boosts laparoscopic training efficiency and promotes team collaboration awareness. This model effectively bridges gaps between disciplines, illustrating substantial applicative value and expansion potential within medical education and skill training arenas.
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Affiliation(s)
- Yishu Liu
- Medical Simulation Center, The Third Affiliated Hospital, Naval Medical University, Shanghai, China
| | - Jingyu Zhao
- Department of Dermatology, The Third Affiliated Hospital, Naval Medical University, Shanghai, China
| | - Liping Cai
- Clinical Education Center, The First Affiliated Hospital, Naval Medical University, Shanghai, China
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Rachakonda VS, Addanki S, Nasef H, Rajput V. Comparing and Contrasting Professional Identity Formation Among Health Professional Students. Cureus 2024; 16:e65577. [PMID: 39192941 PMCID: PMC11349241 DOI: 10.7759/cureus.65577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2024] [Accepted: 07/27/2024] [Indexed: 08/29/2024] Open
Abstract
This project aims to review and compare the professional identity formation (PIF) of medical, dental, nursing, and pharmacy students while analyzing the role of interprofessional education (IPE) in this journey. Our medical research librarian conducted a literature review. Papers were selected based on the inclusion criteria developed by authors for PIF and IPE topics, which were then stratified for each health program of interest: medicine, dentistry, nursing, and pharmacy. The IPE core competencies were analyzed to understand the effect of IPE on each respective group of health professional students. Among all four major health professions, trust, collaboration, responsibility, accountability, communication, and empathy are key values within PIF. Trust, collaboration, and empathy were also regarded as core values in developing professionalism. Medical and dental students placed greater emphasis on responsibility and accountability regarding PIF. IPE played a crucial role in PIF for all students as values, teamwork, roles, and responsibilities were emphasized among each healthcare discipline of interest. This review provides significant information regarding which characteristics are emphasized for professional development across healthcare training programs. Future research to explore how certain characteristics and values influence healthcare as a whole is crucial. Investigating various influences on PIF outcomes is warranted for enhancing professional training programs and promoting interprofessional collaboration for better healthcare delivery.
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Affiliation(s)
- Varun S Rachakonda
- Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, USA
| | - Sunaina Addanki
- Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, USA
| | - Hazem Nasef
- Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, USA
| | - Vijay Rajput
- Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, USA
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Nukaly HY, Aljuhani RA, Alhartani MM, Alhindi YZ, Asif U, Alshanberi AM, Alsanosi SM. Knowledge of Antibiotic Use and Resistance Among Medical Students in Saudi Arabia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:501-512. [PMID: 38835809 PMCID: PMC11149621 DOI: 10.2147/amep.s462490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2024] [Accepted: 05/26/2024] [Indexed: 06/06/2024]
Abstract
Introduction The World Health Organization (WHO) has placed great importance on providing thorough, hands-on training to medical students regarding responsible and appropriate antibiotic prescription. Accordingly, this study aims to gain a better perspective on the knowledge of antibiotic use and resistance among medical students in Jeddah, Saudi Arabia. Methods A questionnaire-based cross-sectional study was conducted among medical students in Jeddah, Saudi Arabia, from 1 September to 30 November 2023. The categorical variables are presented as frequencies and percentages. Mann-Whitney and Kruskal-Wallis tests were used to compare the outcomes, and generalised linear regression models were constructed to predict the students' knowledge of antibiotics and antibiotic resistance. A p-value of < 0.05 was taken to indicate statistical significance. Results The study included a total of 353 medical students. First-year medical students represented 28.60% of the participants, while females represented 76.80%. Most participants (92.40%) agreed that antibiotics are effective against bacteria, whereas only 25.20% agreed about antibiotics' effectiveness against viruses. More than half of the participants (53.80%) believed that bacterial infections can be resolved without antibiotics. A significant majority (78.20%) agreed that the unnecessary use of antibiotics makes them less effective. More than half of the participants (56.90%) acknowledged that infections caused by resistant bacteria are increasing in Saudi Arabia, and two-thirds (75.10%) believed that healthcare workers could effectively reduce antibiotic resistance in Saudi Arabia. Male students had low knowledge about antibiotics [Beta = -1.429, 95% CI (-2.618, -0.241), P value = 0.019]. Conclusion Improving the curriculum by incorporating topics like resistance mechanisms and responsible antibiotic usage can address the knowledge gap among male students. This comprehensive training, utilizing various educational methods, is essential for fostering responsible antibiotic practices among future healthcare professionals.
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Affiliation(s)
- Houriah Y Nukaly
- General Medicine Practice Program, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Raghad A Aljuhani
- General Medicine Practice Program, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Mahinar M Alhartani
- General Medicine Practice Program, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Yosra Z Alhindi
- Department of Pharmacology and Toxicology, Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Uzma Asif
- General Medicine Practice Program, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Asim M Alshanberi
- General Medicine Practice Program, Batterjee Medical College, Jeddah, Saudi Arabia
- Department of Community Medicine and Pilgrims Health Care, Umm Alqura University, Makkah, Saudi Arabia
| | - Safaa M Alsanosi
- Department of Pharmacology and Toxicology, Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
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Saragih ID, Hsiao CT, Fann WC, Hsu CM, Saragih IS, Lee BO. Impacts of interprofessional education on collaborative practice of healthcare professionals: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2024; 136:106136. [PMID: 38422794 DOI: 10.1016/j.nedt.2024.106136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Revised: 02/01/2024] [Accepted: 02/17/2024] [Indexed: 03/02/2024]
Abstract
OBJECTIVE To investigate and statistically synthesise data on the effects of interprofessional education on healthcare professionals' collaborative practice among healthcare professionals. DESIGN A systematic review and meta-analysis. DATA SOURCES Seven databases and the grey literature were searched to collect relevant studies from database inception to 15 May 2023. REVIEW METHODS A random-effects model was used to assess the pooled effect size. Each pooled analysis was tested for publication bias using Egger's regression test. RESULTS Eleven studies were included in the final analysis. The evaluation of pooled results showed that interprofessional education significantly enhanced attitudes towards or mutual respect among healthcare professionals (pooled standardized mean difference: 0.14; 95 % Confidence Interval: 0.01-0.28; p = 0.04) and interprofessional knowledge (pooled standardized mean difference: 0.43; 95 % Confidence Interval: 0.22-0.65; p < 0.001). CONCLUSIONS Interprofessional education is a feasible approach to enhance attitudes towards or mutual respect among healthcare professionals as well as their interprofessional knowledge. Future research is needed to consider the inclusion of a module designed to develop mutual interests and communication to enhance students' perspectives on the importance of the interprofessional education approach.
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Affiliation(s)
| | - Cheng-Ting Hsiao
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Chiayi, Taiwan; School of Medicine, Chang Gung University, Taoyuan, Taiwan.
| | - Wen-Chih Fann
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Chiayi, Taiwan.
| | - Chih-Mimng Hsu
- Medical education Department, Chang Gung Memorial Hospital, Chiayi, Taiwan; National Chung Cheng University, Minhsiung, Chiayi, Taiwan.
| | | | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; Center for Innovative Research on Aging Society (CIRAS), National Chung Cheng University, Taiwan.
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Padilla BI. Interprofessional Education and Essential Approach to Health care. Nurs Clin North Am 2024; 59:37-47. [PMID: 38272582 DOI: 10.1016/j.cnur.2023.11.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2024]
Abstract
In today's changing landscape of the US health care system, it is imperative to have a health care delivery model that is patient-centered and delivered by a multidisciplinary collaborative team with an understanding of each other's roles and responsibilities as well as communicate effectively. Academic institutions must create partnerships with health systems and ambulatory care settings to provide health profession students with authentic and inclusive interprofessional learning opportunities which include practice-ready skills which are needed to enter the health care workforce. Nurses are well positioned to lead this effort and practice within interprofessional teams in health care organizations.
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Affiliation(s)
- Blanca Iris Padilla
- Duke University School of Nursing, Duke University Health System, DUMC 3322, 307 Trent Drive, Durham, NC 27707, USA.
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An R, Wang J, Li S, Li N, Yin Y, Wang X. Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:62. [PMID: 38225611 PMCID: PMC10790394 DOI: 10.1186/s12909-023-04953-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 12/07/2023] [Indexed: 01/17/2024]
Abstract
BACKGROUND Modern medicine emphasizes that medical professionals engage in interprofessional collaboration to better meet the diverse needs of patients from physical, psychological, and social perspectives. As nursing students are the future reserve of the clinical nursing workforce, nursing educators worldwide should pay close attention to nursing students' interprofessional learning attitudes and take responsibility for training qualified interprofessional nursing personnel. However, little is known about the relationship between nursing students' readiness for interprofessional learning and academic self-efficacy. Thus, this study aims to investigate the level of readiness for interprofessional learning and academic self-efficacy among nursing students, and to explore the relationship between the two. METHODS A cross-sectional survey was conducted with a sample of 741 undergraduate nursing students pursuing four-year degrees from a school in Jinan, Shandong Province, China from November to December 2021. The social-demographic questionnaire, Readiness for Interprofessional Learning Scale, and Academic Self-efficacy Scale were used for data collection. Descriptive statistics used to analyze the data included: Cronbach's alpha, t-test, one-way ANOVA, Pearson's correlation, and multiple linear regression analysis. RESULTS Readiness for interprofessional learning mean score was (3.91 ± 0.44) and mean academic self-efficacy was (3.47 ± 0.42). Significant differences were found in the research variables according to participants' sex, grade, choice of nursing profession, and frequency of communication with health-related major students in studies (p < 0.05, p < 0.001). Pearson correlation analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (r = 0.316, p < 0.01). The hierarchical regression analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (β = 0.307, p < 0.001), The model explained 15.6% of the variance in readiness for interprofessional learning (F = 18.038, p < 0.001). CONCLUSIONS Readiness for interprofessional learning and academic self-efficacy were in the middle level among nursing students. Moreover, there was a significant positive correlation between the two. Therefore, it is very important for nursing educators to improve nursing students' academic self-efficacy before improving their readiness for interprofessional learning.
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Affiliation(s)
- Ran An
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Jinfang Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Shaojie Li
- School of Public Health, Peking University Health Science Center, Xueyuan Road, Beijing, Haidian District, China
| | - Na Li
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Yongtian Yin
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China.
- Department of Education, Shandong Normal University, Wendong Street, Jinan, Lixia District, China.
| | - Xinyuan Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
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Evaluation of an interprofessional collaborative practice training module for the management of children with autism spectrum disorder. Med J Armed Forces India 2022. [DOI: 10.1016/j.mjafi.2022.06.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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Avinash B, Ali I, Sahoo R, Hegde V, Nagpal D, Mohammed C, Jain A, Kukkamalla A, Rai S. Mentor-learner web-based interprofessional collaborative distance learning: An innovation in teaching-learning method. INTERNATIONAL JOURNAL OF ACADEMIC MEDICINE 2022. [DOI: 10.4103/ijam.ijam_52_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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