Vivi Schlünssen, Daniele Mandrioli, Frank Pega, Natalie C Momen, Balázs Ádám, Weihong Chen, Robert A Cohen, Lode Godderis, Thomas Göen, Kishor Hadkhale, Watinee Kunpuek, Jianlin Lou, Stefan Mandic-Rajcevic, Federica Masci, Ben Nemery, Madalina Popa, Natthadanai Rajatanavin, Daria Sgargi, Somkiat Siriruttanapruk, Xin Sun, Repeepong Suphanchaimat, Panithee Thammawijaya, Yuka Ujita, Stevie van der Mierden, Katya Vangelova, Meng Ye, Muzimkhulu Zungu, Paul T J Scheepers
The prevalences and levels of occupational exposure to dusts and/or fibres (silica, asbestos and coal): A systematic review and meta-analysis from the WHO/ILO Joint Estimates of the Work-related Burden of Disease and Injury
Environment international
physiology central importance medicine teaching complex physiological frameworks current generation students implementation competencybased medical education cbme become challenging task development digital technology educational field covid19 pandemic made medical educators modify teaching learning strategies traditional blended mode offer tips embrace three major challenges namely generational diversity active learning strategies technological growth blended learning strategies implement curricular changes physiology education adult learning principles involve active learning crux component various simple active teaching strategies adapted large small group teaching highlighted blended learning characterized selfpaced learning facetoface training sessions online collaborative learning simple ways incorporate blended mode teaching strategies use virtual platforms learning management system lms described discuss nuances help adapt various curriculum changes brought implementation cbme teaching physiology everchallenging task appropriate mindset medical educators turn challenges opportunities make teaching learning better experience