<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3347</journal-id>
<journal-title><![CDATA[Colombian Journal of Anestesiology]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. anestesiol.]]></abbrev-journal-title>
<issn>0120-3347</issn>
<publisher>
<publisher-name><![CDATA[SCARE-Sociedad Colombiana de Anestesiología y Reanimación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-33472023000400060</article-id>
<article-id pub-id-type="doi">10.5554/22562087.e1078</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Anesthesia in medical school: A simulation-based curriculum proposal]]></article-title>
<article-title xml:lang="es"><![CDATA[Anestesia en la facultad de medicina: Propuesta de currículo basada en una simulación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrer Zaccaro]]></surname>
<given-names><![CDATA[Leopoldo Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Callegari]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Salgado]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaramillo-Rincón]]></surname>
<given-names><![CDATA[Sandra Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Andes School of Medicine ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Hospital Universitario Fundación Santa Fé de Bogotá Department of Anesthesiology ]]></institution>
<addr-line><![CDATA[Bogota ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Clínica de Marly Department of Anesthesiology ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>51</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-33472023000400060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-33472023000400060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-33472023000400060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Most medical students are not familiar with Anesthesiology, as it is infrequently addressed properly in medical school curricula. However, anesthesiology skills are widely practiced across specialties and commonly performed by general practitioners. Currently, anesthesia curricula are often based on shadowing and lectures without emphasizing relevant skills, behaviors, and attitudes, whereas simulation-based curricula enable a holistic evaluation of the trainee.  Objective To implement and assess the perceptions of students and professors of a novel simulation-based anesthesiology curriculum.  Methods A descriptive study was planned for evaluating the new proposal. A simulation-based 3-week curriculum was organized using a blended course with skill laboratories. We designed flipped classroom-based lectures (2 weeks) combined with activities using standardized patients, manikins, and hybrid scenarios (1 week). After each activity, feedback was given by an anesthesiologist, as well as individual grading and a survey based on the Kirkpatrick levels.  Results From June to November 2020, 53 students were enrolled in the clerkship. Each week, every group of 6-8 students was assigned to the same specialist to perform the activities and track individual progress. The response rate of the survey was 83%. Across the levels of Kirkpatrick, there was an excellent opinion of the activities, as well as a high similarity between the perception of both students and professors.  Conclusion Our simulation-based curriculum, which was highly appraised by students and professors, was found to be feasible, appealing, and offered a good introduction to the principles and practices of anesthesiology to medical students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: La mayoría de los estudiantes de medicina no están familiarizados con la Anestesiología, ya que la materia pocas veces se aborda adecuadamente en el programa académico de la facultad de medicina. Sin embargo, las habilidades en anestesiología son ampliamente utilizadas por los médicos generales. En la actualidad los currículos de anestesiología suelen basarse en prácticas y conferencias donde no se enfatizan las destrezas pertinentes, las conductas y las actitudes, mientras que los currículos basados en simulación permiten una evaluación integral del aprendiz.  Objetivo: Implementar y evaluar las percepciones de estudiantes y de los profesores de un novedoso plan de estudios de anestesiología basado en la simulación.  Métodos: Se diseñó un estudio descriptivo para valorar la nueva propuesta. Se organizó un plan de estudios de 3 semanas, basado en simulación, utilizando un curso mixto con habilidades de laboratorio. Diseñamos conferencias basadas en el modelo de aula invertida (2 semanas), combinadas con actividades basadas en pacientes estandarizados, maniquíes y escenarios híbridos (1 semana). Luego de cada actividad, un anestesiólogo ofrecía su retroalimentación, así como calificaciones individuales y una encuesta basada en los niveles de Kirkpatrick.  Resultados: Se inscribieron 53 estudiantes en la pasantía de junio a noviembre de 2020. Cada semana se asignaba un grupo de 6-8 estudiantes a un mismo especialista para llevar a cabo las actividades y hacer un seguimiento al progreso alcanzado de manera individual. La tasa de respuesta de la encuesta fue de 83%. En todos los niveles de Kirkpatrick, hubo una excelente opinión sobre las actividades y una elevada similitud en la percepción, tanto de los estudiantes como de los profesores.  Conclusión: Nuestro currículo basado en simulación fue muy bien valorado por estudiantes y profesores y se consideró factible, atractivo y que ofrecía a los estudiantes una buena introducción a los principios y prácticas de la anestesiología.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Anesthesia]]></kwd>
<kwd lng="en"><![CDATA[Medical school]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Simulation]]></kwd>
<kwd lng="en"><![CDATA[Kirkpatrick levels]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Anestesia]]></kwd>
<kwd lng="es"><![CDATA[Facultad de medicina]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Simulación]]></kwd>
<kwd lng="es"><![CDATA[Niveles de Kirkpatrick]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Robertson]]></surname>
<given-names><![CDATA[EM]]></given-names>
</name>
<name>
<surname><![CDATA[Henschke]]></surname>
<given-names><![CDATA[SJ]]></given-names>
</name>
<name>
<surname><![CDATA[Friesen]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Tsui]]></surname>
<given-names><![CDATA[BC]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Survey of pre-clerkship medical students' knowledge and perceptions of anesthesiology at one Canadian university]]></article-title>
<source><![CDATA[Can J Anaesth]]></source>
<year>2015</year>
<volume>62</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>550-2</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Overton]]></surname>
<given-names><![CDATA[MJ]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[NA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Anaesthesia priorities for Australian and New Zealand medical school curricula: a Delphi consensus of academic anaesthetists]]></article-title>
<source><![CDATA[Anaesthesia and Intensive Care]]></source>
<year>2015</year>
<volume>43</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>51-8</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Busch]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Weissenbacher]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Stehr]]></surname>
<given-names><![CDATA[SN]]></given-names>
</name>
<name>
<surname><![CDATA[Piegeler]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Hempel]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching Practical Skills in Anesthesia, Intensive Care, Emergency and Pain Medicine-What Is Relevant for Medical Students? Results of a German National Survey of Nearly 3000 Anesthesiologists]]></article-title>
<source><![CDATA[Healthcare]]></source>
<year>2022</year>
<volume>10</volume>
<page-range>2260</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Carey]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Stephens]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Frith]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Undergraduate education in anesthesia, intensive care, pain, and perioperative medicine: The development of a national curriculum framework]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2019</year>
<volume>41</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>340-6</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Mannion]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Iohom]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Irish Medical Students Knowledge and Perception of Anaesthesia]]></article-title>
<source><![CDATA[Education in Medicine Journal]]></source>
<year>2013</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>e83-8</page-range></nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tim]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Rasanathan]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Kasper]]></surname>
<given-names><![CDATA[Dennis]]></given-names>
</name>
</person-group>
<source><![CDATA[Primary Care in Low- and Middle-Income Countries]]></source>
<year>2014</year>
<edition>19</edition>
<publisher-name><![CDATA[McGraw Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[AK]]></given-names>
</name>
<name>
<surname><![CDATA[Zurakowski]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Puder]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Determining the need for simulated training of invasive procedures]]></article-title>
<source><![CDATA[Adv Health Sci Educ Theory Pract]]></source>
<year>2006</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-9</page-range></nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alsoufi]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Alsuyihili]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Msherghi]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Elhadi]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Atiyah]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Ashini]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impact of the COVID-19 pandemic on medical education: Medical students' knowledge, attitudes, and practices regarding electronic learning]]></article-title>
<source><![CDATA[PLoS One]]></source>
<year>2020</year>
<volume>15</volume>
<numero>11</numero>
<issue>11</issue>
</nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sneyd]]></surname>
<given-names><![CDATA[JR]]></given-names>
</name>
<name>
<surname><![CDATA[Mathoulin]]></surname>
<given-names><![CDATA[SE]]></given-names>
</name>
<name>
<surname><![CDATA[O'Sullivan]]></surname>
<given-names><![CDATA[EP]]></given-names>
</name>
<name>
<surname><![CDATA[So]]></surname>
<given-names><![CDATA[VC]]></given-names>
</name>
<name>
<surname><![CDATA[Roberts]]></surname>
<given-names><![CDATA[FR]]></given-names>
</name>
<name>
<surname><![CDATA[Paul]]></surname>
<given-names><![CDATA[AA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impact of the COVID-19 pandemic on anesthesia trainees and their training]]></article-title>
<source><![CDATA[Br J Anaesth]]></source>
<year>2020</year>
<volume>125</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>450-5</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frank]]></surname>
<given-names><![CDATA[JR]]></given-names>
</name>
<name>
<surname><![CDATA[Snell]]></surname>
<given-names><![CDATA[LS]]></given-names>
</name>
<name>
<surname><![CDATA[Cate]]></surname>
<given-names><![CDATA[OT]]></given-names>
</name>
<name>
<surname><![CDATA[Holmboe]]></surname>
<given-names><![CDATA[ES]]></given-names>
</name>
<name>
<surname><![CDATA[Carraccio]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Swing]]></surname>
<given-names><![CDATA[SR]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competency-based medical education: theory to practice]]></article-title>
<source><![CDATA[Medical Teacher]]></source>
<year>2010</year>
<volume>32</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>638-45</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sawaya]]></surname>
<given-names><![CDATA[RD]]></given-names>
</name>
<name>
<surname><![CDATA[Mrad]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Rajha]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Saleh]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Rice]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Simulation-based curriculum development: lessons learnt in Global Health education]]></article-title>
<source><![CDATA[BMC Med Educ]]></source>
<year>2021</year>
<volume>21</volume>
<numero>33</numero>
<issue>33</issue>
</nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[AF]]></given-names>
</name>
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Carey]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Anaesthesia and the undergraduate medical curriculum]]></article-title>
<source><![CDATA[Brit J Anaesth]]></source>
<year>2018</year>
<volume>21</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>993-6</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kolb]]></surname>
<given-names><![CDATA[DA]]></given-names>
</name>
</person-group>
<source><![CDATA[Experiential learning: Experience as the source of learning and development]]></source>
<year>2015</year>
<edition>2</edition>
<publisher-loc><![CDATA[New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Pearson education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ausubel]]></surname>
<given-names><![CDATA[DP]]></given-names>
</name>
</person-group>
<source><![CDATA[Psychology of Meaningful Verbal Learning: an introduction to school learning]]></source>
<year>1963</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Grune &amp; Stratton]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Merriénboer]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Four-Component Instructional Design Model An Overview of its Main Design Principles]]></article-title>
<source><![CDATA[School of Health Professions Education]]></source>
<year>2019</year>
<page-range>3-7</page-range></nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rouse]]></surname>
<given-names><![CDATA[DN]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Employing Kirkpatrick's evaluation framework to determine the effectiveness of health information management courses and programs]]></article-title>
<source><![CDATA[Perspectives in health information management]]></source>
<year>2011</year>
<volume>8</volume>
</nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Provvidenza]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Townley]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Wincentak]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Peacocke]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Kingsnorth]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Building knowledge translation competency in a community-based hospital: a practice-informed curriculum for healthcare providers, researchers, and leadership]]></article-title>
<source><![CDATA[Implement Sci]]></source>
<year>2020</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>54</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[DG]]></given-names>
</name>
<name>
<surname><![CDATA[Pierson]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Doernberg]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Role of Medical Students During the COVID-19 Pandemic]]></article-title>
<source><![CDATA[Ann Intern Med]]></source>
<year>2020</year>
<volume>173</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>145-6</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mortagy]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Abdelhameed]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Sexton]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Olken]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Hegazy]]></surname>
<given-names><![CDATA[MT]]></given-names>
</name>
<name>
<surname><![CDATA[Gawad]]></surname>
<given-names><![CDATA[MA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Online medical education in Egypt during the COVID-19 pandemic: a nationwide assessment of medical students' usage and perceptions]]></article-title>
<source><![CDATA[BMC Med Educ]]></source>
<year>2022</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>218</page-range></nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baczek]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Zagañczyk-Baczek]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Szpringer]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Jaroszyñski]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Wozakowska-Kapton]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students' perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students]]></article-title>
<source><![CDATA[Medicine (Baltimore)]]></source>
<year>2021</year>
<volume>100</volume>
<numero>7</numero>
<issue>7</issue>
</nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Al-Balas]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Al-Balas]]></surname>
<given-names><![CDATA[HI]]></given-names>
</name>
<name>
<surname><![CDATA[Jaber]]></surname>
<given-names><![CDATA[HM]]></given-names>
</name>
<name>
<surname><![CDATA[Obeidat]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Al-Balas]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Aborajooh]]></surname>
<given-names><![CDATA[EA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives]]></article-title>
<source><![CDATA[BMC Med Educ]]></source>
<year>2020</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>341</page-range></nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tabatabaeichehr]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Babaei]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Dartomi]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Alesheikh P Tabatabaee]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Mortazavi]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Medical students' satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review]]></article-title>
<source><![CDATA[J Educ Eval Health Prof]]></source>
<year>2022</year>
<volume>19</volume>
<page-range>37</page-range></nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Gillies]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[He]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Wu]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Gong]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff]]></article-title>
<source><![CDATA[Hum Resour Health]]></source>
<year>2021</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>64</page-range></nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Crewdson]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Lockey]]></surname>
<given-names><![CDATA[DJ]]></given-names>
</name>
<name>
<surname><![CDATA[R0islien]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Lossius]]></surname>
<given-names><![CDATA[HM]]></given-names>
</name>
<name>
<surname><![CDATA[Rehn]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The success of pre-hospital tracheal intubation by different pre-hospital providers: a systematic literature review and meta-analysis]]></article-title>
<source><![CDATA[Crit Care]]></source>
<year>2017</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>31</page-range></nlm-citation>
</ref>
<ref id="B25">
<label>25</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suntai]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
<name>
<surname><![CDATA[Won]]></surname>
<given-names><![CDATA[CR]]></given-names>
</name>
<name>
<surname><![CDATA[Noh]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Access Barrier in Rural Older Adults' Use of Pain Management and Palliative Care Services: A Systematic Review]]></article-title>
<source><![CDATA[Am J Hosp Palliat Care]]></source>
<year>2021</year>
<volume>38</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>494-502</page-range></nlm-citation>
</ref>
<ref id="B26">
<label>26</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bulger]]></surname>
<given-names><![CDATA[EM]]></given-names>
</name>
<name>
<surname><![CDATA[May]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Kerby]]></surname>
<given-names><![CDATA[JD]]></given-names>
</name>
<name>
<surname><![CDATA[Emerson]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Stiell]]></surname>
<given-names><![CDATA[IG]]></given-names>
</name>
<name>
<surname><![CDATA[Schreiber]]></surname>
<given-names><![CDATA[MA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Out-of-hospital hypertonic resuscitation after traumatic hypovolemic shock: a randomized, placebo-controlled trial]]></article-title>
<source><![CDATA[Ann Surg]]></source>
<year>2011</year>
<volume>253</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>431-41</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
