Training, Education and Research in COVID-19 Times: Innovative Methodological Approaches, Best Practices, and Case Studies
Training, Education and Research in COVID-19 Times: Innovative Methodological Approaches, Best Practices, and Case Studies
English[eng]
9783040000000
job satisfaction||sustainable health||medical training||accreditation||satisfaction||health governance||Saudi Commission for Health Specialties||smart healthcare||residents training||quality||COVID-19||medical education assurance||training||governance||framework||best practices||healthcare||population health research||public health research||research methods||the COVID-19 pandemic||online education||online courses||the satisfaction of students||higher education||preventive behaviors||theory of planned behavior||subjective norms||pandemic||educational process||digital education||management change||student behavior||student attitude||organizational speed||dynamic capability||ambidexterity||R&D organization||young adults||hybrid learning||remote teaching||educational spaces||tertiary education||Austria||mixed methods||post-digital||eLearning||flipped classroom||ARCS model||teaching method||international cooperation||psychophysiological standard||professional-defining qualities||specialist professiogram||environmental engineer||employee psychophysiological profile||psychophysiological status||education for sustainable development||MOOCs||MOOC||sustainable education||IS success model||expectation–confirmation model||gamification||continued usage intention||course performance||student performance||Chinese universities||n/a
English[eng]
9783040000000
job satisfaction||sustainable health||medical training||accreditation||satisfaction||health governance||Saudi Commission for Health Specialties||smart healthcare||residents training||quality||COVID-19||medical education assurance||training||governance||framework||best practices||healthcare||population health research||public health research||research methods||the COVID-19 pandemic||online education||online courses||the satisfaction of students||higher education||preventive behaviors||theory of planned behavior||subjective norms||pandemic||educational process||digital education||management change||student behavior||student attitude||organizational speed||dynamic capability||ambidexterity||R&D organization||young adults||hybrid learning||remote teaching||educational spaces||tertiary education||Austria||mixed methods||post-digital||eLearning||flipped classroom||ARCS model||teaching method||international cooperation||psychophysiological standard||professional-defining qualities||specialist professiogram||environmental engineer||employee psychophysiological profile||psychophysiological status||education for sustainable development||MOOCs||MOOC||sustainable education||IS success model||expectation–confirmation model||gamification||continued usage intention||course performance||student performance||Chinese universities||n/a