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Riad AM, Cambridge WA, Henshall D, McAdam H, Drake TM, Fairfield CJ, Knight SR, Sgrò A, Shaw C, Glasbey JC, Potter MA, Harrison EM, McLean KA. Educational impact and recommendations from implementation of student-led clinical trial recruitment: a mixed-methods study. Postgrad Med J 2023; 99:484-491. [PMID: 37294723 DOI: 10.1136/pmj-2022-142122] [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] [Received: 07/20/2022] [Accepted: 09/25/2022] [Indexed: 12/15/2022]
Abstract
Medical students have an essential role in medical research, yet often lack opportunities for involvement within randomised trials. This study aimed to understand the educational impact of clinical trial recruitment for medical students. Tracking wound infection with smartphone technology (TWIST) was a randomised controlled trial that included adult patients undergoing emergency abdominal surgery across two university teaching hospitals. All recruiters underwent prerecruitment training based on 'Generating Student Recruiters for Randomised Trials' principles, and completed prerecruitment and postrecruitment surveys. Respondent agreement with statements were assessed using 5-point Likert scales (from 1 ('strongly disagree') to 5 ('strongly agree')). Quantitative data were analysed using paired t-tests to compare differences pre-involvement and post-involvement. Thematic content analysis was performed on free-text data to generate recommendations for future student research involvement. Of 492 patients recruited to TWIST between 26 July 2016 and 4 March 2020, 86.0% (n=423) were recruited by medical students. Following introduction of student co-investigators (n=31), the overall monthly recruitment rate tripled (4.8-15.7 patients). 96.8% of recruiters (n=30/31) completed both surveys, and all respondents reported significant improvement in clinical and academic competencies. Three higher-level thematic domains emerged from the qualitative analysis: (1) engagement, (2) preparation and (3) ongoing support. Student recruitment in clinical trials is feasible and accelerates recruitment to clinical trials. Students demonstrated novel clinical research competencies and increased their likelihood of future involvement. Adequate training, support and selection of suitable trials are essential for future student involvement in randomised trials.
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Affiliation(s)
- Aya M Riad
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
| | | | - David Henshall
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
| | - Heather McAdam
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
| | - Thomas M Drake
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
| | - Cameron J Fairfield
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
- Center for Medical Informatics, The University of Edinburgh Usher Institute of Population Health Sciences and Informatics, Edinburgh, UK
| | - Stephen R Knight
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
- Center for Medical Informatics, The University of Edinburgh Usher Institute of Population Health Sciences and Informatics, Edinburgh, UK
| | - Alessandro Sgrò
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
| | - Catherine Shaw
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
- Center for Medical Informatics, The University of Edinburgh Usher Institute of Population Health Sciences and Informatics, Edinburgh, UK
| | - James C Glasbey
- NIHR Global Health Research Unit on Global Surgery, University of Birmingham Institute of Translational Medicine, Birmingham, UK
| | - Mark A Potter
- Colorectal Unit, University of Edinburgh Western General Hospital, Edinburgh, UK
| | - Ewen M Harrison
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
- Center for Medical Informatics, The University of Edinburgh Usher Institute of Population Health Sciences and Informatics, Edinburgh, UK
| | - Kenneth A McLean
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, UK
- Center for Medical Informatics, The University of Edinburgh Usher Institute of Population Health Sciences and Informatics, Edinburgh, UK
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Training clinical trial teams of the future: open online teaching programs. Eur J Clin Pharmacol 2023; 79:181-182. [PMID: 36424522 DOI: 10.1007/s00228-022-03426-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 11/13/2022] [Indexed: 11/25/2022]
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D’Arrietta LM, Vangaveti VN, Crowe MJ, Malau-Aduli BS. Impact of Research Training on Newly Graduated Health Professionals’ Motivation to Undertake Research. J Multidiscip Healthc 2022; 15:2223-2240. [PMID: 36213177 PMCID: PMC9534292 DOI: 10.2147/jmdh.s377963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Accepted: 09/15/2022] [Indexed: 11/23/2022] Open
Affiliation(s)
- Louisa M D’Arrietta
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
- Library Services, Townsville University Hospital, Townsville Hospital and Health Service, Townsville, Queensland, Australia
- Correspondence: Louisa M D’Arrietta, College of Medicine and Dentistry, Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland, 4811, Australia, Tel +61 7 4781 4060, Fax +61 7 4779 6371, Email
| | - Venkat N Vangaveti
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
- Townsville Institute of Health Research and Innovation, Townsville University Hospital, Townsville Hospital and Health Service, Townsville, Queensland, Australia
| | - Melissa J Crowe
- Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland, Australia
| | - Bunmi S Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
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Kinder F, Hayes S, Dominic C, Byrne MHV. Student and Trainee Research Collaboratives Can Support Early Exposure to Research, Networking, and Socialisation. MEDICAL SCIENCE EDUCATOR 2022; 32:583-584. [PMID: 35433107 PMCID: PMC9002210 DOI: 10.1007/s40670-022-01544-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/23/2022] [Indexed: 06/02/2023]
Affiliation(s)
- Florence Kinder
- School of Medicine, University of Leeds, Leeds, UK
- MedEd Collaborative, Oxford, UK
| | - Siena Hayes
- MedEd Collaborative, Oxford, UK
- Cardiff University School of Medicine, Cardiff University, Cardiff, UK
| | - Catherine Dominic
- MedEd Collaborative, Oxford, UK
- Barts and the London School of Medicine, QMUL, London, UK
| | - Matthew H. V. Byrne
- MedEd Collaborative, Oxford, UK
- Nuffield Department of Surgical Sciences, University of Oxford, Oxford, UK
- Oxford University Hospitals Trust, Oxford, UK
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Is it feasible to learn research skills in addition to audit skills through clinical audit? A mixed methods study in general practice. Ir J Med Sci 2021; 191:2163-2175. [PMID: 34664225 PMCID: PMC8523344 DOI: 10.1007/s11845-021-02802-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Accepted: 04/19/2021] [Indexed: 11/29/2022]
Abstract
Background Involving medical students in research in their undergraduate careers may increase the likelihood that they will be research active after graduation. To date, there has been a paucity of published research of students doing research in general practice. Aim The study aims to evaluate the impact of general practice clinical audits on early-stage graduate entry students’ audit and research self-efficacy and explore feasibility issues from the student and GP perspective. Methods Two student questionnaires (pre- and post-intervention), a qualitative GP survey of the 25 participating GPs and semi-structured interviews of a purposeful sample of GPs were conducted. Results Participating students who completed the follow-up survey found that it had a positive educational impact (55%), increased their understanding of the audit cycle (72%) and real-world prescribing (77%). Research confidence wise, there was a statistically significant difference in the student group who completed the audit project compared to those students who did not in knowledge of the audit cycle and the difference between research and audit (p = 0.001) but not in other research skills. Ninety-six percent of responding GPs would be happy for students to do future audits in their practice but some feasibility issues similar to other research initiatives in general practice were identified. Conclusion We found this audit initiative feasible and useful in helping students learn about audit skills, patient safety and real-world prescribing. GPs and students would benefit more if it were linked to a substantial clinical placement, focussed on a topic of interest and given protected time. Separate research projects may be needed to develop research skills confidence.
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Restellini A, Piguet C. Reflection on career choices in clinical neurosciences. CLINICAL AND TRANSLATIONAL NEUROSCIENCE 2020. [DOI: 10.1177/2514183x20968367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Medical faculties are responsible for high-level training, not only on clinical skills but also on scientific research and medical advances. There is an evident need to promote academic careers to ensure the continuity and improvement of top-notch health care. Even if Switzerland is one of the countries with the highest medical density per inhabitant, the lack of interest for academic careers has increased, resulting in difficulties to form clinician-scientists and ensure succession. In this article, we reflect on the challenges and the potential solutions in the training of an academic career.
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Affiliation(s)
- A Restellini
- Department of Psychiatry, Adult Psychiatry Service, Geneva University Hospital, Switzerland
| | - C Piguet
- Department of Psychiatry, Faculty of Medicine, University of Geneva, Switzerland
- Child and Adolescent Psychiatry Division, Department of Women, Child and Adolescent, Geneva University Hospital, Switzerland
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Muir F, Bruce J, McConville K. Teaching, reflecting, and learning: The value of an intercalated medical education programme. MEDICAL TEACHER 2020; 42:523-528. [PMID: 31935150 DOI: 10.1080/0142159x.2019.1708290] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Objectives: Teaching programmes within medicine focus primarily on pathways of a shorter length with little regard to teaching lasting longer than a month. This study is different from other studies as it examines the benefits of a nine month-long medical education degree programme and its impact beyond graduation. This study set out to explore the impact of a medical education intercalated degree programme for its graduates and their careers.Methods: A small scale, exploratory qualitative case study was conducted with 10 graduates of an intercalated degree programme.Results: The findings highlight the longer term value of an intercalated degree programme with particular emphasis on academic and personal skills; research and teaching skills; independence and confidence; its impact on future practice and the notion that 'student as teacher' programmes are a valuable asset to medical education as a whole. Participants advocated more teaching opportunities as a core longitudinal teaching component in preparation for the teaching responsibilities in their working lives.Conclusions: The programme enables the development of a range of academic and personal skills, with particular emphasis on research and teaching skills, independence and confidence.
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Affiliation(s)
- Fiona Muir
- Centre for Medical Education, University of Dundee, Dundee, Scotland, UK
| | - Jack Bruce
- Centre for Medical Education, University of Dundee, Dundee, Scotland, UK
| | - Kevin McConville
- Centre for Medical Education, University of Dundee, Dundee, Scotland, UK
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Gokani SA, Sharma E, Sharma T, Moudhgalya SV, Selvendran SS, Aggarwal N. Impact of a National Journal Club and Letter Writing Session on Improving Medical Students' Confidence with Critical Appraisal. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:1081-1087. [PMID: 31920419 PMCID: PMC6935270 DOI: 10.2147/amep.s235260] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Accepted: 12/05/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Critical appraisal is an important skill for clinicians of the future which medical students often have limited opportunities to develop. This study aimed to evaluate whether a national journal club session could improve medical students' confidence with critical appraisal. METHODS 98 medical students attended a critical appraisal lecture and supervised journal article discussions. Junior doctor mentors supported students to submit discussion points as a letter-to-the-editor. An online cross-sectional survey was administered before and after the conference. RESULTS 74 students responded, reporting increased confidence with critically appraising research articles (median score 2 vs 4, p<0.01) and increased understanding of why critical appraisal was important to their careers (median score 3 vs 5, p<0.01). DISCUSSION This is the first study to demonstrate that a single national journal club session can significantly improve UK medical students' confidence with the critical appraisal process. These opportunities are valued by medical students.
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Affiliation(s)
- Shyam Ajay Gokani
- Research Department of Primary Care & Population Health, University College London (Royal Free Campus), London, UK
| | - Ekta Sharma
- Academic Section of Vascular Surgery, Division of Surgery, Imperial College London, Charing Cross Hospital, London, UK
| | - Tanisha Sharma
- Department of Medicine, St George’s University of London, London, UK
| | | | | | - Nikhil Aggarwal
- Department of Medicine, Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
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McGrail MR, O'Sullivan BG, Bendotti HR, Kondalsamy-Chennakesavan S. Importance of publishing research varies by doctors’ career stage, specialty and location of work. Postgrad Med J 2019; 95:198-204. [DOI: 10.1136/postgradmedj-2019-136473] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Revised: 03/07/2019] [Accepted: 03/08/2019] [Indexed: 11/04/2022]
Abstract
PurposeTo investigate whether publishing research is an important aspect of medical careers, and how it varies by specialty and rural or metropolitan location.MethodsAnnual national panel survey (postal or online) of Australian doctors between 2008 and 2016, with aggregated participants including 11 263 junior doctors not enrolled in a specialty (‘pre-registrars’), 9745 junior doctors enrolled as specialist trainees, non-general practitioner (GP) (‘registrars’) and 35 983 qualified as specialist consultants, non-GP (‘consultants’). Main outcome was in agreement that ‘research publications are important to progress my training’ (junior doctors) or ‘research publications are important to my career’ (consultants).ResultsOverall, the highest proportion agreeing were registrars (65%) and pre-registrars (60%), compared with consultants (36%). After accounting for key covariates, rural location was significantly associated with lower importance of publishing research for pre-registrars (OR 0.69, 95% CI 0.61 to 0.78) and consultants (OR 0.69, 95% CI 0.63 to 0.76), but not for registrars. Compared with anaesthetics, research importance was significantly higher for pre-registrars pursuing surgery (OR 4.46, 95% CI 3.57 to 5.57) and obstetrics/gynaecology careers, for registrars enrolled in surgery (OR 2.97, 95% CI 2.34 to 3.75) and internal medicine training, and consultants of internal medicine (OR 1.84, 95% CI 1.63 to 2.08), pathology, radiology and paediatrics.ConclusionsThis study provides new quantitative evidence showing that the importance of publishing research is related to medical career stages, and is most important to junior doctors seeking and undertaking different specialty training options. Embedding research requirements more evenly into specialty college selection criteria may stimulate uptake of research. Expansion of rural training pathways should consider capacity building to support increased access to research opportunities in these locations.
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McFarlane M, Bhala N, China L, Alrubaiy L, Chedgy F, Disney BR, Farmer AD, Fogden E, Sadler G, Hull MA, McLaughlin J, Ellison H, Solomon J, Brookes MJ. Attitudes to out-of-programme experiences, research and academic training of gastroenterology trainees between 2007 and 2016. Frontline Gastroenterol 2019; 10:57-66. [PMID: 30651959 PMCID: PMC6319145 DOI: 10.1136/flgastro-2018-100993] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2018] [Revised: 05/23/2018] [Accepted: 05/27/2018] [Indexed: 02/04/2023] Open
Abstract
OBJECTIVE Academic medical training was overhauled in 2005 after the Walport report and Modernising Medical Careers to create a more attractive and transparent training pathway. In 2007 and 2016, national web-based surveys of gastroenterology trainees were undertaken to determine experiences, perceptions of and perceived barriers to out-of-programme research experience (OOP-R). DESIGN SETTING AND PATIENTS Prospective, national web-based surveys of UK gastroenterology trainees in 2007 and 2016. MAIN OUTCOME MEASURE Attitudes to OOP-R of two cohorts of gastroenterology trainees. RESULTS Response rates were lower in 2016 (25.8% vs 56.7%) (p<0.0001), although female trainees' response rates increased (from 28.8% to 37.6%) (p=0.17), along with higher numbers of academic trainees. Over 80% of trainees planned to undertake OOP-R in both surveys, with >50% having already undertaken it. Doctor of Philosophy/medical doctorate remained the most popular OOP-R in both cohorts. Successful fellowship applications increased in 2016, and evidence of gender inequality in 2007 was no longer evident in 2016. In the 2016 cohort, 91.1% (n=144) felt the development of trainee-led research networks was important, with 74.7% (n=118) keen to get involved. CONCLUSIONS The majority of gastroenterology trainees who responded expressed a desire to undertake OOP-R, and participation rates in OOP-R remain high. Despite smaller absolute numbers responding than in 2007, 2016 trainees achieved higher successful fellowship application rates. Reassuringly more trainees in 2016 felt that OOP-R would be important in the future. Efforts are needed to tackle potential barriers to OOP-R and support trainees to pursue research-active careers.
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Affiliation(s)
- Michael McFarlane
- Department of Gastroenterology, University Hospitals Coventry and Warwickshire, Coventry, UK
| | - Neeraj Bhala
- Department of Gastroenterology, University Hospital Birmingham, Birmingham, UK
| | - Louise China
- Division of Medicine, University College London, London, UK
| | | | - Fergus Chedgy
- Department of Gastroenterology, Queen Alexandra Hospital, Portsmouth, UK
| | - Benjamin R Disney
- Department of Gastroenterology, University Hospitals Coventry and Warwickshire, Coventry, UK
| | - Adam D Farmer
- Department of Gastroenterology, University Hospitals of North Midlands NHS Trust, Stoke-on-Trent, UK
| | - Edward Fogden
- Department of Gastroenterology, Sandwell and West Birmingham Hospitals, Birmingham, UK
| | - Gareth Sadler
- Department of Gastroenterology, St George’s University Hospitals NHS Trust, London, UK
| | - Mark A Hull
- Leeds Institute of Biomedical and Clinical Sciences, University of Leeds, Leeds, UK
| | - John McLaughlin
- School of Medical Sciences, The University of Manchester, Manchester, UK
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Sideris M, Hanrahan J, Staikoglou N, Pantelidis P, Pidgeon C, Psychalakis N, Andersen N, Pittaras T, Athanasiou T, Tsoulfas G, Papalois A. Optimizing engagement of undergraduate students in medical education research: The eMERG training network. Ann Med Surg (Lond) 2018; 31:6-10. [PMID: 29922460 PMCID: PMC6004769 DOI: 10.1016/j.amsu.2018.05.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2018] [Revised: 05/16/2018] [Accepted: 05/23/2018] [Indexed: 02/08/2023] Open
Abstract
Background The practice of evidence-based medicine and critical appraisal are essential for the modern doctor. Early engagement of medical students in research methodology is considered as a rising need for most medical school curricula; however, few peer-reviewed initiatives have been reported so far. We developed a Medical Education Research Group (eMERG) as part of a novel undergraduate surgical masterclass, which aimed to train undergraduate students on basic research methodology, as well as to motivate them to pursue a clinical and academic career in surgical specialties. Methods: eMERG consists of an international structured network of senior academics, consultant-level clinicians, senior and junior trainees who support undergraduate trainees. Students are selected from a competitive pool of applicants. Several small prospective studies in skills-based education, as well as systematic reviews on similar topics, have run under the umbrella of this framework, in the form of scholarship awards. Structured feedback questionnaires were distributed to evaluate the experience of the first three years. Results 12 students have participated in this pilot initiative. 11 manuscripts have been submitted for publication and 8 were accepted following peer-review in MEDLINE-indexed journals. Delegates perceived this experience as an excellent training opportunity which improved their research productivity. Delegates also stated engagement in research developed interest in the relevant surgical speciality, impacting their career aspirations. Conclusions eMERG is one of the first reported European educational research networks for undergraduates. Research outcomes and students' perceptions conclude that eMERG enhances engagement with research methodology and motivation towards a career in surgery. eMERG is a pilot international research training network where medical students receive support to conduct research in Medical Education. eMERG structure can serve as a novel model to convey research experience from one generation to another, and in the same time, motivate and aspire students to develop leadership skills. eMERG was developed in a financial crisis environment with promising research outputs and positive students' feedback.
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Affiliation(s)
- Michail Sideris
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Queen Mary University of London, Yvonne Carter Building, London E1 2AB, United Kingdom
| | - John Hanrahan
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,King's College London, Faculty of Life Sciences and Medicine, Strand, London WC2R 2LS, United Kingdom
| | - Nikolaos Staikoglou
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Aristotle University of Thessaloniki, Thessaloniki 541 24, Greece
| | - Panteleimon Pantelidis
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Aristotle University of Thessaloniki, Thessaloniki 541 24, Greece
| | - Connie Pidgeon
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Royal London Hospital, Bartshealth NHS Trust, United Kingdom
| | - Nikolaos Psychalakis
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Experimental Research Centre ELPEN, Athens, Greece
| | - Nikolai Andersen
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,PPA-International Medical, Denmark
| | - Theodore Pittaras
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,National and Kapodistrian University of Athens, Athens, 115 27, Greece
| | - Thanos Athanasiou
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Imperial College London, London SW7 2AZ, United Kingdom
| | - Georgios Tsoulfas
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Aristotle University of Thessaloniki, Thessaloniki 541 24, Greece
| | - Apostolos Papalois
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Experimental Research Centre ELPEN, Athens, Greece
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