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espanolDiana Mazza es Doctora enEducacion de la Universidadde Buenos Aires y Licenciadaen Ciencias de la Educacionpor la Universidad de BuenosAires. Profesora Titular regularde la catedra de Didactica IIde la carrera de Ciencias dela Educacion de la Facultadde Filosofia y Letras de laUniversidad de BuenosAires. Investigadora delInstituto de Investigacionesen Ciencias de la Educacionde la Facultad de Filosofiay Letras de la Universidadde Buenos Aires en temasvinculados a la formacion ya la docencia universitariadesde una perspectiva clinica ygrupal. Docente de posgradoen diversas universidadesnacionales. Fue Vicedirectoradel Programa UBA XXI,de la Secretaria de AsuntosAcademicos de la Universidadde Buenos Aires. Consultorade diversas institucioneseducativas y organizacionesempresariales en el ambitode la formacion para eltrabajo. Autora de diversaspublicaciones en revistasespecializadas en educacion yde libros, entre ellos La tareaen la universidad, editado porEudeba en el ano 2013 EnglishDiana Mazza is a Doctor in College education from Buenos Aires and Graduate in Education Sciences by the University of Buenos Aires. Regular Professor of the Chair of Didactics II of the career of Sciences of Faculty Education of Philosophy and Letters of the University of Buenos Aires. Researcher at Research Institute in Education Sciences from the Faculty of Philosophy and University Letters of Buenos Aires in topics linked to training and to university teaching from a clinical perspective and group. Graduate teacher in various universities national. She was Deputy Director of the UBA XXI Program, of the Secretary of Affairs University academics from Buenos Aires. Consultant from various institutions educational and organizations business in the field of training for the job. Author of various publications in magazines specialized in education and of books, including Homework at the university, edited by Eudeba in 2013 portuguesDiana Mazza e doutora em Educacao universitaria de Buenos Aires e pos-graduacao em ciencias da educacao pela Universidade de Buenos Aires. Professor regular da Catedra de Didatica II da carreira das Ciencias de Formacao Docente de Filosofia e Letras do Universidade de Buenos Aires. Pesquisador em Instituto de Pesquisa em ciencias da educacao da Faculdade de Filosofia e letras universitarias de Buenos Aires em topicos ligado ao treinamento e para o ensino universitario de uma perspectiva clinica e grupo. Professor graduado em varias universidades nacional. Ela era vice-diretora do Programa UBA XXI, do Secretario de Assuntos Academicos universitarios de Buenos Aires. Consultor de varias instituicoes educacional e organizacoes negocios no campo de treinamento para o trabalho. Autor de varios publicacoes em revistas especializado em educacao e de livros, incluindo licao de casa na universidade, editado por Eudeba em 2013

We report the results of a consensus reached by an expert group of representatives from different medical societies in Latin America on the objectives, competencies (knowledge, and skills), content, and duration of smoking cessation education in Latin American medical schools. The document discusses the following aspects: epidemiology, nicotine dependence, factors for initiation and maintenance of tobacco use, smoking-related disorders, diagnosis, minimal intervention, non-pharmacological and pharmacological interventions for smoking cessation, and prevention of smoking.

The purpose ofthis research is to measure the accompaniment skills of the music teachercandidates while sight reading school songs, to detect the problems and to makerecommendations and to compare the data obtained with the academic achievementsin the accompaniment lessons. Descriptive scanning is used in the research. Thestudying group of the research was formed of 30 students of 4th grade who werestudying in the autumn period of the Mehmet Akif Ersoy University EducationFaculty Education Department of Fine Arts Main Branch of Music Teaching. Theresearcher gathered data of the research with the ''observation form''developed by consulting with the opinions of the field experts. The CronbachAlpha of the reliability coefficient of the observation form was calculated as,88. The analysis of the data was made with SPSS programme. Arithmetic mean,standard deviation and Spearman's alignment correlation coefficient were usedin the resolution of the data. According to the results of the research, theaccompaniment skills of the music teacher candidates were detected as lowlevel. Furthermore it is detected that there is a middle-level, in a positiveway, meaningful relationship between the accompaniment skills and the academicsuccess in their accompaniment lessons of the music teacher candidates., Bu araştırmanın amacı, grup piyano eğitiminden elde edilen kişisel kazanımları, piyano becerilerini ve sosyal/kültürel kazanımları öğrenci görüşlerine dayalı olarak belirlemek ve bazı değişkenlere göre istatistiksel olarak anlamlı farklılaşmaların olup olmadığını incelemektir. Araştırma tarama modeline uygun betimsel niteliktedir. Araştırmanın çalışma grubu, Mehmet Akif Ersoy Üniversitesi grup piyano laboratuvarı ile Akdeniz Üniversitesi grup piyano laboratuvarında öğrenim gören 71 öğrenciden oluşmaktadır. Araştırmanın verileri, araştırmacı tarafından alan uzmanlarının görüşleri ve literatür taraması yapılarak oluşturulan yapılandırılmış görüşme formu ile toplanmıştır. Verilerin analizi için yüzde, frekans, ortalama ve standart sapma hesaplanmış, gruplar arası farkın belirlenmesi için anova ve t testinden yararlanılmıştır. Araştırma sonuçlarına göre, öğrencilerin grup piyano eğitiminden kazandıkları kişisel kazanımlara, piyano becerilerine ve sosyal/kültürel kazanımlara ilişkin görüşlerinin “yüksek” ve “oldukça yüksek” düzeyde olduğu, cinsiyet, yaş, eğitim ve düzey değişkenine göre de anlamlı farklılık göstermediği tespit edilmiştir.

You have spent most of your training learning how to be successful in a research laboratory. But are you ready to step in front of a class and teach? This Words of Advice article provides guidance and resources for designing a course using backward design and for becoming an effective teacher, especially in today's new format of large, interactive classes.

Après avoir suivi brillamment deux ans de cours préparatoires à la formation universitaire qui devait le mener au professorat, Gregor Mendel entre subitement dans un monastère augustin en 1843. A-t-il renoncé à son projet professoral pour devenir prêtre ou a-t-il seulement repoussé ce projet ? Afin de déterminer les raisons de son comportement, nous étudions dans cet article ses années de formation secondaire, en complétant et en corrigeant les données d’uncurriculum vitaerédigé par lui-même en avril 1850, pour le joindre à une demande d’habilitation à l’enseignement secondaire.

A statewide simulation assessment was conducted in one southeastern state using the Program Assessment Survey for Simulation. Simulation coordinators from 22 prelicensure nursing programs were interviewed. The findings revealed several areas where faculty education was needed: theory, design, facilitation, debriefing, interprofessional education, and evaluation. A free online simulation fundamentals course was effective in addressing the areas where education was required.

In this paper we will examine the study of sports journalism in our country and in the world. In the United States there is sports journalism as a special study program at faculties of journalism, it lasts for four years and it is represented at well-known universities. It takes two years to acquire a master’s degree. Their studies include subjects about sports discipline, besides multimedia subjects, and obligatory professional practice. In England, the biggest diff erence is that obtaining a bachelor’s degree requires three years of schooling. In the region, there is a study programs of sports journalism at the Faculty of Sports and Physical Education in Niksic since 2007, as well as at a private University Union in Belgrade. Many leading journalists in sports and informative journalism studied at the Faculty in Niksic. Regarding to the region, while we were analyzing the study program in Niksic, we noticed a greater number of subjects in sports science than in journalism. The number of sports subjects is almost symbolically smaller at the Belgrade University. Unlike before, the Montenegrin study program is now academic and free for students enrolled regularly, who study together with sports trainers for the fi rst two years, and in the third year they choose a sports journalist module.

Resumo Os cursos de pós-graduação stricto sensu foram regulamentados com o objetivo de fomentar a formação de docentes universitários e pesquisadores para atender à expansão do ensino superior e estimular o desenvolvimento da pesquisa. Hoje, a pós-graduação brasileira ultrapassa os limites da academia, especialmente após a instituição dos mestrados e dos doutorados profissionais. Este é um estudo documental, que incluiu relatórios de gestão da Escola Superior de Ciências da Saúde (ESCS), assim como produções bibliográficas e técnicas institucionais. A ESCS atualmente oferta três programas de pós-graduação stricto sensu: Mestrado Profissional em Ciências para a Saúde, Mestrado Acadêmico em Ciências da Saúde e Mestrado Profissional em Saúde da Família (ProfSaúde). A experiência da ESCS representa um esforço de integração ensino, pesquisa e assistência, no qual se destaca a preocupação em desenvolver a interface com as políticas públicas de saúde. Todavia, o ambiente institucional é complexo por ser uma instituição de ensino superior vinculada a uma Secretaria de Estado de Saúde, o que favorece o desenvolvimento pleno do potencial crítico, criativo e humanístico dos docentes e discentes. Porém, por outro lado, desafia a consistência científica e a característica disruptiva de seus produtos e processos. Abstract Introduction Stricto sensu postgraduate courses were regulated to enhance the training of university professors and researchers in order to attend the expansion of higher education and promote scientific research development. Today, Brazilian postgraduate programs transcend the academic limits, especially after the establishment of professional masters and doctorate programs. Methods This is a documentary study, which included ESCS management reports, as well as bibliographic and technical productions. Results The ESCS currently provides three postgraduate programs: Professional Masters in Health Sciences, Academic Masters in Health Sciences, and Professional Masters in Family Health (ProfSaúde). Conclusion The ESCS experience is an effort to integrate teaching, research and health care in which we should highlight the concern with the development of the interface with public health policies. However, the institutional environment is complex because ESCS is a higher education institution linked to a State Health Secretariat, which supports the full development of the critical, creative and humanistic potential of professors and students. However, this challenges the scientific consistency and disruptive nature of their products and processes.

Background: Nursing shortage has been an issue of concern globally and in Egypt. New graduate nurses have difficulties during transition from student nurse to professional nurse due to gap between nursing faculty education and practice requirements. Nursing Residency Program is a new graduate program structured to expand clinical and professional competencies for nurses to enhance a smooth transition to nursing practice and prepare high calibers in nursing profession which will reflect positively on nursing care. The aim of this study was to explore the nurse residents' perception of nursing residency program in Egypt. Design: A descriptive research design was used in this study. Sample: The study subjects included (67) nurse residents' (22) from Helwan University, (8) from Ain Shams University and (37) from Assiut University. Tools: Two tools were used for data collection included: Nurse residents' Knowledge questionnaire toassess nurse resident knowledge about nursing residency program and Nurse residents' perception questionnaire to assess the nurse residents perception of nursing residency program in Egypt. Results: The study results revealed that nurse residents had sufficient knowledge and positive perception about nursing residency program. Conclusion: The study concluded that there was a positive correlation between knowledge and perception scores. Recommendation: Based on the study findings, it is needed to disseminate the nursing residency regulation to all faculties of nursing in Egypt to follow it.

Medical schools across the United States and Canada constantly consider how to improve their curricula and their pedagogical strategies. The authors found it informative to compare how students in 2 professional schools, medicine and business, are taught. The authors believe that creating the best future physicians requires students and faculty to be physically together to learn essential skills. Increasing student interactions with peers and faculty enhances learning, and the classroom is a natural place for these interactions to take place. Requiring medical students to attend teaching sessions in the preclinical curriculum should help foster their development of core competencies, including critical decision making, clinical reasoning, and patient-centered care.

Background: Many health professionals lack adequate training needed to effectively address alcohol and other drug (AOD)-related problems. Building upon our previously successful in-person faculty training programs, we designed and pilot tested the brief online Faculty Education in Addiction Training (FEAT) Program for social work and internal medicine residency faculty. The present study examines baseline and post-FEAT Program AOD knowledge and teaching confidence and preparedness among faculty participants. Methods: The FEAT Program curriculum included didactic videos, online engagement with content experts, recommended readings, and a live virtual classroom experience. Participants completed self-assessments of knowledge and teaching confidence and preparedness pre- and post-FEAT program. Results: In this pilot test, thirty faculty completed the FEAT program: 15 social work and 15 internal medical residency program faculty. Both groups showed significant improvement ( p Conclusions: Multidisciplinary health professions educators’ AOD knowledge and teaching confidence and preparedness can be improved by participation in a brief online program designed to circumvent the logistical and fiscal challenges presented by in-person programs.

Introduction: With the increase in the population of the elderly, the negligence and abuse of the elderly (NAE) is increasing at a great pace. Although the rates of NAE in the elderly admitted to emergency depart- ment (ED) is more than the estimated rates, the diagnosis and reporting of such cases are extremely rare. The primary aim of the present study is to evaluate the NAE status in the elderly admitted to ED, the awareness in ED physicians, the attitudes towards these cases and the knowledge levels in this field. Methods: An electronic questionnaire form that was used as the data collection tool consisted of 19 ques- tions and 2 sections. To call for participation, the questionnaires used in the study were shared with the ED physicians in an online manner between December 2017 and April 2018. The data were analyzed with the SPSS 23.0 Windows computer program with definitive statistics. Results: A total of 69.4% of the participants faced NAE and 30% did not report this; 79.8% of the partic- ipants stated that they had received training in this field and 9% stated that there was a screening test for the abuse of the elderly. A statistically significant difference was determined between those who received course training in this field and those who received training during medicine faculty education and specialist training. Conclusions: In this study, it was observed that the NAE rates were more than the estimated rates in the elderly admitted to ED. It was understood that ED physicians did not have adequate knowledge in this field. A new curriculum is needed for the training and education in this field.

The purpose of this study was to examine faculty members’ perceptions of post traumatic stress disorder (PTSD) and student veterans. We surveyed 596 faculty members from 28 institutions of higher education regarding their views on PTSD as a disorder, whether PTSD can be effectively treated, and their preparedness to teach student veterans. Results indicate that faculty members do perceive PTSD to be a real disorder confronting student veterans; however, statistically significant results indicate that many faculty members do not consider PTSD to be treatable, nor do they feel prepared to work with these returning students. These results suggest a need for faculty education about PTSD as it relates to this population of students who are veterans of post 9/11 war conflicts.

Purpose: Interprofessional continuing education (IPCE) health care educators must plan activities as members of interprofessional teams and deliver activities to an interprofessional audience. Evidence in the literature suggests they are not well prepared to meet this challenge. This paper reviews one strategy to improve the knowledge, skills, attitudes, and practices of IPCE educators. Methods: Seven faculty development workshops were conducted within the USA, Europe, Asia, and the Middle East. Approximately 250 learners participated in the workshops in total, with 107 in an IRB-approved research study. Results: From the research cohorts demonstrated improved knowledge and skills over a 12-month period. Knowledge and skills scores increased most significantly from baseline to 3 months and remained above baseline at 6–12 months. The workshop was not an effective strategy to improve attitudes towards IPCE, though attitude scores were already high prior to participating. Conclusions: All participants actively engaged in the workshops. There were no observed differences in engagement by geographic region, gender, age, or profession. Participants stated they were better able to understand the roles of other team members; perspectives of patients, families, and caregivers; and their own roles on clinical teams. Participants described gaining a new appreciation for the complexity of designing IPCE.

Much of the field of hypnosis education focuses on what to teach (content) and who to teach (professional identities). A deserving area of focus, and less often addressed, is how to teach basic hypnosis concepts. Worldwide models for teaching hypnosis have mostly included lecture, demonstration, and practice, with little attention paid to the meta-level of educational principles (i.e., what makes an expert trainer). Trainers in hypnosis have been compared to parents: They teach the way they were taught (adults parent the way they were parented). There is a human tendency to repeat what we have experienced. This propensity can be seen while watching the new student use the same induction, in the same way, as his or her first "operator" did when s/he was a subject of his/her first hypnotic experience. Mirroring is a part of all learning, and this article asks what else is needed in faculty education for the trainer to take students beyond mere mimicry to scientifically informed, skilled, and clinically creative uses of hypnosis. This article addresses the unique requirements for teaching hypnosis, reviews a teaching program for clinical hypnosis educators developed by the authors, and looks to future innovations in clinical hypnosis training.

A subset of high-risk pulmonary embolism (PE) patients requires advanced therapy beyond anticoagulation. Significant variation in delivery of care has led institutions to standardize their approach by developing Pulmonary Embolism Response Team (PERT). We sought to assess the impact of PERT implementation on house staff and faculty education. After implementation of PERT, we employed a targeted educational intervention aimed to improve PERT awareness, familiarity with treatment options, role of echocardiogram and Doppler ultrasound, and knowledge of acute PE risk stratification tools. We conducted an anonymous survey among the house staff and faculty before and after intervention to assess the impact of PERT implementation on educational objectives among clinicians. Initial and follow up samples included 115 and 109 responses. The samples were well represented across the subspecialties and all levels of training, as well as junior and senior faculty. Following the educational campaign, awareness of the program increased (72.2–92.6%, p

Despite increasing emphasis in medical school education on quality and systems improvement, many medical schools lack sufficient faculty with expertise to teach systems improvement. Using the pedagogical content knowledge framework, this study explores how faculty engage students in systems improvement work and faculty perceptions of the outcomes for the health system and students.In May-June 2017, the authors interviewed 12 of 13 invited faculty with experience in teaching and engaging first-year medical students in systems improvement work, the course of students' systems improvement work over time, the impact of students' projects on health systems, and students' learning and attitudes about systems improvement. The authors conducted qualitative analysis iteratively with data collection to sufficiency.Six emergent themes characterized faculty's approach to guiding students in systems improvement work: faculty-student relationship, faculty role, student role, faculty-student shared responsibility for projects, faculty and student content knowledge, and project outcomes. The faculty-student relationship was foundational for successful systems improvement work. Faculty roles included project selection, project management, and health systems interactions. Students engaged in systems improvement as their faculty leveraged their knowledge and skills and created meaningful student roles. Faculty and students shared responsibility and colearned systems improvement content knowledge. Faculty defined successful outcomes as students' learning about the systems improvement process and interprofessional collaboration.Findings highlight the critical importance of pedagogical content knowledge to engage early learners in systems improvement work, understand their learning interests and needs, and manage their projects longitudinally.

As distance education grows, so does the need to ensure student identity and academic integrity. The academic integrity landscape continues to evolve, and universities have deployed a variety of methods to ensure integrity. The Ohio State University used a dual approach to ensure academic integrity across its distance education offerings employing a virtual proctoring solution and faculty education on authentic assessments. A solid foundation was set with this initiative; however, development will continue in order to meet the needs of a changing educational landscape.

Bu araştırmada, üniversite öğrencilerinin kopya çekmeye yönelik eğilimleri çeşitli değişkenler açısından incelenmiştir. Araştırma ilişkisel tarama modelindedir. Örneklem grubu tabakalı ve uygun örnekleme yöntemiyle belirlenmiştir. Örneklem grubu (n =) 1220 kişiden oluşmaktadır. Araştırma verileri Koç ve Memduhoğlu tarafından “kopya çekmeye yönelik eğilim ölçeği” geliştirilerek toplanmıştır. Veriler, açımlayıcı faktör analizi (AFA), betimsel istatistikler ve fark istatistikleri (ANOVA ve t testi) ile analiz edilmiştir. Üniversite öğrencilerinin kopya çekmeye yönelik eğilimlerinin orta düzeyde olduğu sonucuna ulaşılmıştır. Öğrencilerin kopya çekmeye yönelik eğilim ölçeğinin toplamında, dışsal kaynaklı eğilim ve içsel kaynaklı eğilim boyutunda erkek öğrenciler kadın öğrencilerden daha fazla kopya çekmeye eğilim göstermişlerdir. Öğrencilerden sıklıkla devamsızlık yapanların nadiren devamsızlık yapanlara oranla kopya çekmeye yönelik eğilimlerinin daha yüksek olduğu sonucu elde edilmiştir. Diş hekimliği ile eğitim fakültesi öğrencilerinin kopya çekmeye yönelik eğilimlerinin yüksek düzeyde olduğu ve diğer fakültelerden farklılaştığı belirlenmiştir. İlahiyat ve tıp fakültesi öğrencilerinin kopya çekme eğilimlerinin ise düşük düzeyde olduğu belirlenmiştir. Baba eğitim durumunun öğrencilerin kopya çekmeye yönelik eğilimleri üzerinde önemli bir etkisinin olmadığı anlaşılmıştır. Mezuniyet sonrası mesleki ideali akademisyenlik olan öğrencilerin diğer öğrencilere göre kopya çekmeye yönelik eğilimlerinin daha düşük düzeyde olduğu sonucuna ulaşılmıştır., In this study, undergraduate students’ tendencies towards cheating were investigated considering several variables. The study model is the relational screening model which is one of the quantitative research methods. The sampling group was stratified and determined by an appropriate sampling method. The study sample consisted of (n =) 1220 undergraduate students. The data were collected using the “scale for determining cheating tendency” developed by Koç & Memduhoğlu. The data were analyzed with exploratory factor analysis (EFA), descriptive statistics, ANOVA, and t-test. It is concluded that the cheating tendencies of undergraduate students are moderate. In the total score of the scale for the students’ tendency towards cheating, male students tended to cheat more than female students both terms of in the externally stimulated tendency and internally induced tendency dimensions. It was found that the students who frequently absent from their classes had a higher tendency to cheat than those who were seldom absent. It has been determined that the cheating tendencies of students enrolled in the Faculty of Dentistry and Faculty Education were high and different from those who are enrolled in other faculties. It was determined that the cheating tendencies of the students of the Faculty of Theology and Medical School were low. The education level of the students’ father did not have a significant effect on the students’ cheating tendencies. The students who aimed to pursue academia after graduation were less likely to cheat.

The program of undergraduate translator education in Chinese Mainland has been developing for a decade and achieved great progress, as 272 colleges and universities have established translation as a major across the country. This paper will review the whole process of development and try to explore such main problems and challenges as teaching philosophy, curriculum designing and faculty education, with a view to providing some feasible suggestions for a healthy development of Chinese undergraduate translator education.

RESUMO Objetivo verificar o que docentes de escolas públicas e privadas sabem sobre gagueira, bem como verificar a eficácia do Programa de Formação Docente em Gagueira na ampliação desses conhecimentos. Métodos participaram do estudo 137 docentes da educação infantil. Inicialmente os docentes responderam a um questionário sobre gagueira. Em seguida, 75 docentes participaram do Programa de Formação Docente em Gagueira com duração de quatro horas. Um mês após participação no programa, os docentes responderam novamente ao questionário. Resultados depois da formação, notou-se um aumento no percentual daqueles que consideram baixa a prevalência de pessoas que gaguejam na população. Os entrevistados passaram a relatar que a gagueira é mais frequente no gênero masculino. Houve aumento daqueles que consideram a gagueira hereditária. Diminuiu a incidência de educadores que acreditavam que a gagueira é psicológica. A maioria dos entrevistados passou a acreditar na multicausalidade da gagueira. Diminuiu o índice de educadores que afirmavam que a gagueira é emocional. Houve melhor entendimento de algumas atitudes que os educadores podem ter na tentativa de ajudar uma pessoa que gagueja. Conclusão os educadores possuíam algum conhecimento sobre gagueira, mas insuficiente para diferenciá-la dos demais distúrbios de linguagem. O programa ampliou os conhecimentos em relação à gagueira. Entretanto, mostrou-se mais efetivo para as características da gagueira do que para as atitudes dos educadores.

The aim of this study was to determine the degree to which dental schools in the United States have policies and procedures in place that facilitate the implementation of evidence-based clinical guidelines. The authors sent surveys to all 65 U.S. dental schools in 2014; responses were obtained from 38 (58%). The results showed that, of the nine policies and procedures examined, only two were fully implemented by 50% or more of the responding schools: guidelines supported through clinical faculty education or available chairside (50%), and students informed of guidelines in both the classroom and clinic (65.8%). Although 92% of the respondents reported having an electronic health record, 80% of those were not using it to track compliance with guidelines. Five schools reported implementing more policies than the rest of the schools. The study found that the approach to implementing guidelines at most of the responding schools did not follow best practices although five schools had an exemplary set of policies and procedures to support guideline implementation. These results suggest that most dental schools are currently not implementing guidelines effectively and efficiently, but that the goal of schools' having a comprehensive implementation program for clinical guidelines is achievable since some are doing so. Future studies should determine whether interventions to improve implementation in dental schools are needed.

INTRODUCTION: Faculty Development (FD) encompasses a range of learning activities undertaken to prepare clinical teachers for their various roles as educators, leaders, and scholars. This article presents the findings of a systematic rapid evidence assessment that aimed to investigate the impact of FD on clinical teachers. METHODS: We searched the published and gray literature for systematic reviews of FD to identify evidence to help inform judgments about which kinds of FD activities are effective for which groups of clinical teachers. RESULTS: After screening the literature, we found seven systematic reviews met our inclusion criteria. Following a critical analysis of these reviews, we found that they contained a number of limitations in relation to their use of review methods and reporting of results. DISCUSSION: On the basis of the analysis presented in this systematic rapid evidence assessment, we conclude that the included reviews do not provide high-quality evidence to effectively support decisions about choices of FD activities, even where the review authors made positive claims about impact. Suggestions are provided to improve the quality of systematic reviews in this area.