Ethan Roy, Adam Richie-Halford, John Kruper, Manjari Narayan, David Bloom, Pierre Nedelec, Andreas M Rauschecker, Leo P Sugrue, Timothy T Brown, Terry L Jernigan, Bruce D McCandliss, Ariel Rokem, Jason D Yeatman
White matter and literacy: A dynamic system in flux
Developmental cognitive neuroscience
considering data literature favor active educational intervention teach pharmacovigilance describe innovative model distance learning clinical reasoning sessions crs pharmacovigilance 3rd year medical french students three main objectives identify elements necessary diagnosis adverse drug reaction report adverse drug reaction perform drug causality assessment training organized 3 stages first students practiced clinical reasoning crs conducting fictive pharmacovigilance telehealth consultations second students wrote medical letter summarizing telehealth consultation analyzing drug causality assessment letter sent teacher graded evaluation third stage debriefing course students 293 thirdyear medical students enrolled course 274 participated distance learning crs evaluation received feedback 195 students average score 885 10 qualitative evaluation positive feedback students appreciated different format teaching possibility active distance crs pharmacovigilance medical students competences identify report adverse drug reactions tested students experienced pharmacovigilance skills necessary detect adverse drug reactions manner directly relevant patient care overall evaluation students favor type method