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Online Health Information Seeking (OHIS) serves as an alternative form of social capital that can help older adults alleviate offline medical-related stress. This study collected and analyzed user interaction data from Patient-to-Doctor and Patient-to-Peer platforms and compared the roles of social support between them. Significant differences were identified in the dimensions of social support (information, emotional, and companion) on the Patient-to-Peer platforms compared with Patient-to-Doctor platforms (p < 0.05). The overall and core-core network density values for social support on Patient-to-Peer platforms were higher than those on Patient-to-Doctor platforms. Patient-to-Doctor interactions focused on information support, displaying a more centralized and efficient network with structural holes pertaining to treatment effects. By contrast, Patient-to-Peer interactions provided more emotional support, with a dispersed and redundant network containing structural holes related to individual information. Companion support was found to be weaker on both platforms. Additionally, digital literacy, surrogate seeking, and altruistic information significantly explained the variances between the two platforms (p < 0.01), with surrogate seeking playing a crucial role. These findings enhance our understanding of OHIS disparities among older adults and their surrogates, offering valuable insights for developing effective support systems and regulatory frameworks for health information platforms.

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BACKGROUND: The COVID-19 pandemic significantly increased the demand for remote healthcare services delivery, including remote access to medications. This study explored the practices and challenges associated with remote provision of pharmaceutical products and services in Kampala, Uganda. METHODS: A cross-sectional study was conducted from July to September 2022, enrolling 174 out of 198 sampled retail pharmacies. Data was collected using a pre-tested questionnaire on remote service provision, platforms used, products offered, delivery methods, and challenges faced. RESULTS: Over 58% of pharmacies provided remote services, primarily through social media (especially WhatsApp) and phone calls. OTCs and POMs were the most commonly dispensed products remotely. Key challenges identified included high internet costs, labor shortages, poor internet quality, and a lack of specific regulations for remote provision of pharmaceutical products and services. CONCLUSION: The proportion of retail pharmacies providing pharmaceutical products and services remotely is significant in Kampala, but they face challenges that need to be addressed. Regulations are crucial to ensure responsible dispensing practices and rational medicine use. Addressing internet affordability and quality, staffing issues, and delivery logistics is essential for sustainable and effective remote pharmaceutical products and services.

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Lifelong learning in cardiology is essential, as treatment standards, technologies and drug treatment are constantly evolving. In this respect e­learning plays a central role, enabling doctors to flexibly and efficiently expand their knowledge. There are various offerings, from medical students and specialist training to highly specialised expert knowledge. The e­learning platforms have become an indispensable tool in specialist training. Another concept is the combination of face-to-face teaching and e­learning, known as blended learning. This is particularly effective in medical training. These models enable flexible preparation and follow-up and appeal to different types of learners. Overall, e­learning offers a valuable resource for flexibly and efficiently acquiring knowledge and keeping up to date.

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Inspired by significant technical advancements, a rapidly growing stream of research explores human lay beliefs and reactions surrounding AI tools, which employ algorithms to mimic elements of human intelligence. This literature predominantly documents negative reactions to these tools or the underlying algorithms, often referred to as algorithm aversion or, alternatively, a preference for humans. This article proposes a third interpretation: people may be averse to their labels, but appreciative of their output. This perspective offers three core insights for how we study people's reactions to algorithms. Research would benefit from (1) carefully considering the labeling of AI tools, (2) broadening the scope of study to include interactions with these tools, and (3) accounting for their technical configuration.

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Objective: The rise of online platforms like Douyin, Baidu, and other Chinese search engines has changed how gynecologic oncology patients seek information about their diagnosis or condition. This study aimed to investigate the factors associated with information seeking among these patients and to evaluate their predictive performance. Methods: A cross-sectional study was conducted among 199 gynecologic oncology patients at a single hospital in China. The patients' demographic characteristics and scores on the State-Trait Anxiety Inventory (STAI-S and STAI-T) and the Hospital Anxiety and Depression Scale (HADS-A and HADS-D) were compared between those who sought information online and those who did not. Logistic regression analyses and receiver operating characteristic (ROC) curve analyses were performed. Results: The patients' age, marital status, STAI-S scores, and HADS-A scores were significantly associated with online information seeking. The combined model that included these factors showed good predictive performance with an area under the ROC curve of 0.841. Conclusion: The combination of demographic and psychological factors can be used to predict the likelihood of gynecologic oncology patients seeking information online. These findings can help healthcare providers understand their patients' information-seeking behaviors and tailor their communication strategies accordingly.

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Background: Impact of COVID-19 pandemic has been immense. An innocent casualty of this disaster is medical education and training. Dermatology, which primarily deals with out-patient services, medical and surgical interventions, and in-patient services, was one of the worst hit. The National Medical Commission of India has implemented competency-based medical education (CBME) in Dermatology, Venereology, and Leprosy since 2019. The new curriculum relies on acquiring practical and procedural skills, training skills in research methodology, professionalism, attitude, and communication. Objectives: The study was undertaken to understand the implications of the COVID-19 pandemic on postgraduate dermatology CBME training in India. Materials and Methods: A questionnaire-based survey was carried out on postgraduate dermatology teachers and residents in India after obtaining ethics committee approval. An online semi-structured English questionnaire was administered by Google Forms. The calculated sample size was 366 dermatology faculty and 341 postgraduate students. Validity (Content validity ratio (CVR) ≥0.56) and reliability (Cronbach's alpha coefficient 0.7249) of the questionnaire were determined. Results: Among the 764 responses received, 51.4% reported that their institutes were converted to exclusive COVID hospitals. Domains of dermatology education affected were procedural training (n = 655), bedside clinical teaching (n = 613), outpatient department-based clinical teaching (n = 487), bedside laboratory procedures (n = 463), research activities (n = 453), histopathology (n = 412), and theory classes (n = 302). To keep up with the teaching-learning process, online platforms were mostly utilized: Zoom Meeting (n = 379), Google Meet (n = 287), and WhatsApp Interaction (n = 224). Teaching during ward rounds was significantly more affected in exclusively COVID institutes than non-exclusive COVID institutes (P < 0.001). Psychomotor skill development suffered a major jolt with 26.7% of respondents reporting a standstill (P < 0.001). Communication skills among students suffered due to social distancing, mask, and poor attendance of patients. According to 23.84% of respondents, formative assessment was discontinued. Conclusion: Online seminars, journal clubs, and assessments have been incorporated during the pandemic. Online modalities should be used as a supplementary method as psychomotor skills, communication skills, research work, and bedside clinics may not be replaced by the e-learning.

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With an escalating popularity of online surveys in behavioral research, it is critical to understand how different sources of participants can yield differing outcomes. While Mturk has been used for online surveys for almost two decades, a recent introduction of online panels allows researchers to choose participants from variety of pools. This study aims to contribute to existing knowledge of how participants from different online platforms differ in their characteristics and behavioral responses which might affect the outcomes. 300 participants were recruited each from Mturk and Prime panels for a 20 mins long survey assessing perceptions and intentions to use Heated tobacco products (HTPs). Participants answered demographic and tobacco-use related questions including their vaccination and masking for COVID-19. They were shown a picture and description of a recently launched HTP. Further, participants answered questions about their awareness of HTPs, risk perception of health conditions from use of different tobacco products (cigarettes, e-cigarettes and HTPs) and perceived severity of COVID-19 infection in smokers, vapers and HTP users. Results showed significant differences in Mturk and Prime panel participants' demographics and tobacco-use. Prime panels showed more racially diverse population (chi-sq = 10.07, p < 0.02) and significantly more current smokers (chi-sq = 44.74, p < 0.01) and current e-cigarette users (chi-sq = 38.04, p < 0.01) compared with Mturk. Mean perception scores for COVID risk in tobacco users were significantly different between Prime panels and Mturk. Study highlights significant differences in sample composition and responses that might be helpful in choosing one online platform over another based on specific study requirements.

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OBJECTIVES: Chronically ill adolescent and young adult (AYA) patients experience barriers to accessing psychosocial care. AYAs who receive palliative and psychosocial care experience numerous benefits from these services. However, we still lack research investigating age-appropriate programs targeting AYAs' psychosocial needs that are delivered virtually and extend beyond the hospital setting. Streetlight is a palliative care program designed for chronically ill AYAs that offers the Streetlight Gaming League (SGL), an online health community (OHC) combining peer-based support, online gaming, and community events. We evaluated the usefulness, acceptability, and potential effectiveness of SGL through an assessment of chronically ill AYAs' lived experiences. METHODS: We used a qualitative evaluation approach grounded in hermeneutic phenomenology. Questionnaires and interviews were conducted with 9 chronically ill AYAs to elicit in-depth accounts of their lived experiences of using SGL. Descriptive statistical analysis was performed on questionnaire data. Phenomenological data analysis, informed by hermeneutic analysis, was used to analyze interviews. RESULTS: AYAs reported positive experiences with SGL and valued the ability to engage in various content while having few participation expectations. They also described psychosocial benefits, including reprieve from illness, sense of community, and solidarity through mutual understandings and shared experiences. SIGNIFICANCE OF THE RESULTS: Findings highlight the usefulness and acceptability of a virtual palliative psychosocial care program for chronically ill AYAs. Findings also suggest the effectiveness of SGL and support using an OHC to meet the psychosocial needs of AYAs. This study can guide future programming and implementation of online palliative psychosocial care programs in other hospital settings, resulting in similar beneficial and meaningful experiences.

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Social media has become integrated within the profession of medicine, and emergency radiology has inevitably felt the impact of its presence. Emergency radiologists are encouraged to consider the advantages of embracing the digital era and the benefits it may bring to our careers. We aim to present the best practice guidelines for emergency radiologists and radiology departments. This paper is a product of the American Society of Emergency Radiology Social Media (ASER) Committee workgroup and represents the best practices of the society.

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Public authorities in many jurisdictions are concerned about the proliferation of illegal content and products on online platforms. One often discussed solution is to make the platform liable for third parties' misconduct. In this paper, we first identify platform incentives to stop online misconduct in the absence of liability. Then, we provide an economic appraisal of platform liability that highlights the intended and unintended effects of a more stringent liability rule on several key variables such as prices, terms and conditions, business models, and investments. Specifically, we discuss the impact of the liability regime applying to online platforms on competition between them and the incentives of third parties relying on them. Finally, we analyze the potential costs and benefits of measures that have received much attention in recent policy discussions.

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BACKGROUND: Digitalization of education became a need of the hour when the COVID-19 pandemic affected the traditional modalities of learning, and it was widely implemented in various fields including dentistry. AIMS: The aim of this study was to assess the effectiveness of online learning against traditional learning systems among dental students in Chennai. METHODS AND MATERIALS: A Google Form questionnaire comprising 29 dental learning-based questions was designed and distributed to dental students across colleges in Chennai using online distribution platforms. The study responses were closed after the stipulated period of 1 month. The data were analyzed using SPSS software version 17. RESULTS: The survey was answered by 834 participants comprising 76.9% females and 22.3% males. Of the total study population, 71.1% of them did not have previous online learning experiences. Approximately, 15.5% of the study population were not satisfied with the facilities provided by the online learning platforms. Also, one-third of the study population reported difficulty during the presentation. Three-fourths of the study participants did not prefer online learning over traditional learning and reported that the attention span and communication between the students and teachers were lower in online classes. Overall, 43% of the study participants rated the quality of online video-based learning to be good and 8.5% found it to be poor. CONCLUSION: Online-based learning systems are evolving and can provide a wide array of knowledge from global experts. However, structured planning and technique may be needed for the dental curriculum.

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Interactive digital technologies have become relevant in modern education. The use of these technologies in the classroom contributes to the development of professional competencies and skills. The purpose of the study is to analyze the effectiveness of interactive learning environments and online platforms in learning history. The features of modern online learning platforms and the possibilities of their use in the study of history have been analyzed. The research was carried out at the Department of National History of Moscow City University (Moscow, the Russian Federation). The experiment involved 623 history students of different years of study of the following training profiles: "History" (124 students of 1-4 years of study) and "Pedagogical education" ("History and a foreign language", "History and social studies" - 399 students of 1-5 years of study). Also, the survey was addressed to 29 faculty members from the university under consideration. The results of the first survey show that the majority of students (62%) noted the use of traditional methods and 38% of respondents indicated the use of the modern ones. The majority of students (52%) also answered that digital tools are rarely used in the study of history while 71% of respondents reported that digital technology affects their motivation to learn. Therefore, the majority of students rated their level of motivation as average (43%) or low (47%). The most frequent professional competencies and skills are "technical competence (modern technologies)" (62%), "creativity" (65%), "critical thinking" (60%), "strategic thinking" (55%), and "practical skills" (78%). Based on the results obtained in the first survey, a program was developed to increase the motivation of students to study history and archeology, as well as to familiarize themselves with modern educational technologies that can be used in the learning process. The second survey showed an increase in the indicators of students' motivation to learn, which indicates the effectiveness of the developed program for the study of history. The majority of students (85%) answered that digital tools affect their motivation to learn. Thus, they rated it as medium (50%), high (20%) and low (30%). Accordingly, the indicators of professional competencies and skills increased by 10%: "technical competence (modern technologies)" (72%), "creativity" (75%), "critical thinking" (71%), "strategic thinking" (65%), and "practical skills" (88%). No less significant were the shifts in students' creative thinking development indicators - they changed from 18% (before the experiment) to 58% (after the experiment). The practical significance and prospects for further research are explained by the possibility of using the developed program for the study of history in other universities located in different countries. Also, the methodological basis of the proposed program can be used to study not only history but also other subjects as digital technologies are relevant in the modern education system.

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PURPOSE OF REVIEW: Modern methods of communication and engagement, such as social media, video games, and online shopping, use a variety of behavioral techniques to encourage and reward frequent use, opening the door to addiction. The technological addictions (TAs) are a set of disorders that accompany the technological advances that define the digital age. The TAs are an active source of research in the literature, with promising treatment options already available. RECENT FINDINGS: There are promising therapeutic and psychopharmacologic treatments for a broad range of TAs. Stimulants, antidepressants, and cognitive therapies may all be effective for internet gaming disorder (IGD). Cognitive therapies may be effective for other TAs, such as social media addiction (SMA), online shopping addiction (OSA), and online porn addiction. Society's dependence on addictive technologies will only increase. Many of the TAs can be addressed with medication and therapy, with more research and literature developing at a rapid pace.

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Online reviews have an undeniable impact on the market and are an important source of consumer information. From a legal perspective, online reviews actively influence consumers' decisions to enter into a contract. Moreover, online reviews convey pre-contractual information that consumers find relevant and easy to understand, unlike the pre-contractual information disclosed as a result of EU law-based information duties. From this perspective, online reviews could potentially be seen as a complement of the flawed EU law-based information paradigm and regulatory improvement options based on reviews could be explored. However, the unreliability of online reviews is an obstacle that haunts consumers, practitioners, regulators, and academics alike. This unreliability has previously been identified as a reason not to award online reviews a more significant role in the EU law-based regulatory framework of pre-contractual information in consumer contracts. This paper explores the merits of this argument by discussing how the unreliability of online reviews is currently regulated. This paper takes a broad perspective on regulation, focusing not only on EU consumer legislation, but also looking at standardization, soft law, self-regulation, and the role of national consumer authorities. Overall, this paper argues that there are sufficient measures in place to shift the debate from the unreliability of reviews to reviews' potential role in the protection of consumer informational interests.

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SUMMARY: Since the first Brazilian Veterinary Medicine course in 1910, many curricular changes have taken place. The pedagogical project have been centered on the student as a subject of learning and supported by the professors as a critical mediator of this process and the pandemic of COVID-19 accelerated this change. Many professors have taught video lessons to ensure continuity of teaching, research and extension, even at a distance. This paper, therefore, aims at reporting the development of animal anatomy didactic contents applied on online platforms in Portuguese language. To this, eight researches were developed addressing the teaching-learning of Morphological Sciences contents to be incorporated into distance education platforms that focused canine and feline anatomy, the study of neuroanatomy in the ovine, bovine, equine and primate species and the surgical anatomy of the locomotor apparatus of the equine specie. Thus, virtual teaching-learning platform can help, as a complementary tool to face-to-face classes, in obtaining the skills, abilities and attitudes required for the training of veterinary students in Brazil.

RESUMEN: Se han efectuado importantes cambios curriculares desde el primer curso de Medicina Veterinaria de Brasil en 1910. El proyecto pedagógico se ha centrado en el alumno como sujeto de aprendizaje con apoyo de los docentes como mediadores críticos de este proceso; con la pandemia de COVID-19 se aceleró este cambio. Muchos profesores han impartido lecciones en video para garantizar la continuidad de la docencia, la investigación y la extensión, incluso a distancia. Este artículo tiene como objetivo informar sobre el desarrollo de los contenidos didácticos sobre la anatomía animal, aplicados en plataformas online en portugués. Para ello, se desarrollaron ocho investigaciones que abordan la enseñanza-aprendizaje de contenidos de Ciencias Morfológicas para ser incorporados en plataformas de educación a distancia que enfocaran la anatomía canina y felina, el estudio de la neuroanatomía en las especies ovina, bovina, equina y primate, y la anatomía quirúrgica del aparato locomotor de la especie equina. De esta forma, la plataforma virtual de enseñanza-aprendizaje puede complementar las clases presenciales en la obtención de las habilidades y actitudes requeridas para la formación de los estudiantes de veterinaria en Brasil.

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Social media are digitalizing massive amounts of users' cognitions in terms of timelines and emotional content. Such Big Data opens unprecedented opportunities for investigating cognitive phenomena like perception, personality, and information diffusion but requires suitable interpretable frameworks. Since social media data come from users' minds, worthy candidates for this challenge are cognitive networks, models of cognition giving structure to mental conceptual associations. This work outlines how cognitive network science can open new, quantitative ways for understanding cognition through online media like: (i) reconstructing how users semantically and emotionally frame events with contextual knowledge unavailable to machine learning, (ii) investigating conceptual salience/prominence through knowledge structure in social discourse; (iii) studying users' personality traits like openness-to-experience, curiosity, and creativity through language in posts; (iv) bridging cognitive/emotional content and social dynamics via multilayer networks comparing the mindsets of influencers and followers. These advancements combine cognitive-, network- and computer science to understand cognitive mechanisms in both digital and real-world settings but come with limitations concerning representativeness, individual variability, and data integration. Such aspects are discussed along with the ethical implications of manipulating sociocognitive data. In the future, reading cognitions through networks and social media can expose cognitive biases amplified by online platforms and relevantly inform policy-making, education, and markets about complex cognitive trends.

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In this commentary, we respond to Burnette et al.'s (2021) paper, which gives significant practical recommendations to improve data quality and validity while gathering data via Amazon's Mechanical Turk (MTurk). We argue that it is also important to acknowledge and review the specific ethical issues that might arise when recruiting MTurk workers as participants. We particularly raise three main ethical concerns that need to be addressed when recruiting research participants from participant recruitment platforms: participants' economic vulnerability, participants' sensitivity, and power dynamics between participants and researchers. We elaborate on these issues by discussing the ways in which they may appear and be responded to. We conclude that considering the ethical aspects of data collection and the potential impacts of data collection on those involved would complement Burnette et al.'s recommendations. Consequently, data collection processes should be transparent as well, in addition to data screening processes.

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BACKGROUND: Virtual supervisory relationships provide an infrastructure for flexible learning, global accessibility, and outreach, connecting individuals worldwide. The surge in web-based educational activities in recent years provides an opportunity to understand the attributes of an effective supervisor-student or mentor-student relationship. OBJECTIVE: The aim of this study is to compare the published literature (through a critical review) with our collective experiences (using small-scale appreciative inquiry [AI]) in an effort to structure and identify the dilemmas and opportunities for virtual supervisory and mentoring relationships, both in terms of stakeholder attributes and skills as well as providing instructional recommendations to enhance virtual learning. METHODS: A critical review of the literature was conducted followed by an AI of reflections by the authors. The AI questions were derived from the 4D AI framework. RESULTS: Despite the multitude of differences between face-to-face and web-based supervision and mentoring, four key dilemmas seem to influence the experiences of stakeholders involved in virtual learning: informal discourses and approachability of mentors; effective virtual communication strategies; authenticity, trust, and work ethics; and sense of self and cultural considerations. CONCLUSIONS: Virtual mentorship or supervision can be as equally rewarding as an in-person relationship. However, its successful implementation requires active acknowledgment of learners' needs and careful consideration to develop effective and mutually beneficial student-educator relationships.

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User-generated online reviews have become essential sources of information for potential consumers. Given the increasing importance of online reviews on consumer purchases, some traders try to publish or promote fake reviews on online platforms to improve the reputation of their goods or services, or to damage the reputation of their competitors. This paper aims (1) to analyse whether and how fake reviews violate the main legal and ethical principles of advertising, according to the legislations of the US, UK and EU as well as the International Advertising and Marketing Communications Code; (2) to assess how the EU, the UK and the US are dealing with them, and find out which approaches and actions are working best; and (3) to offer normative recommendations for effective prosecution of fake reviews. The paper uses a combination of theoretical and sociological approaches (section 1), black letter analysis of law (sections 2 and 3) and a comparative approach (sections 2 and 3). Among others, the article observes (1) that fake reviews are a form of illegal advertising and (2) that the European regulatory instruments provide more protection against fake reviews than the US and argues (3) that an effective fight against fake reviews requires strong administrative bodies, endowed with sufficient resources.

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This article explores how the COVID-19 pandemic has affected the work and life experiences of platform workers' and how workers have responded to the outbreak in Poland. Platform workers have been exposed to substantial fluctuations of demand during the pandemic, magnifying the distortions existing in an unregulated asymmetrical employment relationship diverging from the standard employment relationship. Findings illustrate how workers have attempted to reduce the disruptions underpinning the existence of this unregulated asymmetrical relationship by adopting different strategies, which resemble Hirschman's typology of loyalty, voice and exit. We explain the choice of strategies by highlighting workers' different access to resources and institutional capabilities, as well as by variation in their orientations.