Relevant bibliographies by topics / Electives

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Electives'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Electives"

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Mushtaq, Mohsin Bin. "Experiences of a Student Elective at McGill University." International Journal of User-Driven Healthcare 2, no. 1 (2012): 29–32. http://dx.doi.org/10.4018/ijudh.2012010104.

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It is often debated if medical electives are beneficial for students. While medical electives are not mandatory for students in the developing world, they are an important part of medical training in some Western universities (UCSD School of Medicine, n.d.) and have been part of UK undergraduate training since the 1970s (Cruikshank & Walsh, 1980). In the West medical schools form committees to guide, counsel, and help students plan their electives during vacations. In South Asia, the concept of electives is minimally encouraged; however, the students themselves share their elective experience and encourage other students to take electives, mostly through online forums. Electives often provide students a chance to work in a different setup, with different disease prevalence patterns, hospital management protocols, and learning experiences under various doctors with diverse problem solving approaches. It is also a two pronged tool whereby students can enhance their clinical skills and find opportunities to obtain a research project under the mentorship of research oriented academic consultants. This article is a brief sketch of experiences encountered by a South Asian medical student on a clerkship elective rotation in cardiology at a tertiary care hospital in Canada.
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Pritchard, J., A. Collier, and S. Bartels. "MP18: Pre-departure and post-elective requirements for global health electives: a survey of Canadian Royal College emergency medicine programs." CJEM 22, S1 (2020): S48—S49. http://dx.doi.org/10.1017/cem.2020.166.

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Introduction: Participation in Global Health (GH) electives can improve resourcefulness, cultural and ethical insight, and personal development. Risks to trainees, hosts and institutions may be minimized through pre-departure and post-elective training. In 2016 such training was mandatory in only 3 Canadian residency programs, however there is no published data specific to Canadian Emergency Medicine (EM) programs. This study sought to identify current GH elective requirements and related perceived gaps among Royal College EM programs. Methods: We conducted two cross-sectional surveys in 2019 (one each for Royal College EM PDs and residents) via email regarding training requirements for GH electives. Additionally, a survey link was distributed in the CAEP EM resident newsletter. We also contacted university PGME and/or global health offices to understand and collate university-wide requirements and resources. Results: Nine PDs responded, with 78% reporting having 1-5 residents participate in GH electives yearly. Many PDs were unsure of the requirements surrounding GH electives; two reported that pre-departure training was required, while none reported requiring post-departure debriefs. Overall, 67% of PDs felt that their residents were moderately prepared for GH electives and 33% felt they were unprepared to some degree. Thirty-three percent believed that improvements should be made to either pre-departure training or both pre- and post-departure training, while 56% were unsure if improvements were needed. Forty-seven out of an estimated 380 residents responded. Thirty-five percent of residents had completed a GH elective during residency. Of residents who participated in a GH elective, only one (6%) reported feeling very prepared; 18 residents (43%) reported there was a need to improve trainings. Residents reported a number of challenges during electives (lack of resources, inadequate supervision, safety issues) and identified priority topics for training. Conclusion: Although EM residents are participating in GH electives, the majority of EM residency programs do not require pre- or post-departure training. Some PDs and residents report varying levels of preparedness, and residents acknowledge a variety of challenges during GH electives. This information can be used to inform pre-departure/post-elective GH training or to encourage EM residents to access university-wide training.
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Russell-Reddish, H., P. Temple, and J. Beezhold. "Undergraduate elective experience in psychiatry - a personal account and literature review." European Psychiatry 26, S2 (2011): 475. http://dx.doi.org/10.1016/s0924-9338(11)72182-4.

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IntroductionThe study was triggered by the first author's own experience on an undergraduate elective at the National Mental Wellness Centre in St Lucia. This was an eye-opening experience of psychiatry in a less economically developed environment. It highlighted disparities between practice in the developed and the developing world. Notably significant differences were apparent in facilities, epidemiology of presenting complaints, the interaction of cultural beliefs as well as the method of assessment and management.Aims/objectivesTo review the literature on the educational impact of electives in psychiatry.MethodsA literature search using Ovid MEDLINE was conducted using the keywords’medical student’ AND’elective’ AND’psychiatry’. A total of 229 results were returned. These were then analysed for their relevance.ResultsOnly one paper was found emphasising the importance of electives in psychiatry. This reported on one individual's personal experience. There also were reports highlighting the importance of undergraduate elective experience and the need to increase exposure to psychiatry to improve the uptake of postgraduate training programmes. There were no papers objectively assessing the educational quality or impact of a psychiatric elective experience.ConclusionsAn overseas elective experience was subjectively beneficial for the author but there is a lack of objective research to show the educational benefit of psychiatry electives on a wider scale. Further research regarding the educational benefits of electives in psychiatry is needed.
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Valani, Rahim, Abi Sriharan, and Dennis Scolnik. "Integrating CanMEDS competencies into global health electives: an innovative elective program." CJEM 13, no. 01 (2011): 34–39. http://dx.doi.org/10.2310/8000.2011.100206.

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ABSTRACT Globalization has opened the doors for medical students to undertake international health electives, providing an opportunity for them to gain valuable competencies and skills outside their formal curriculum. As the number of medical students embarking on these electives increases, there is a need to structure the electives with specific learning objectives and to ensure adequate educational outcomes. We describe the International Pediatric Emergency Medicine Elective (IPEME), which is a novel global health elective that brings together students from Canada and the Middle East who are selected on the basis of a competitive application process and brought to Toronto for a 4-week living and studying experience. The program was introduced in 2004 and uses four specific areas to provide its structure: pediatric emergency medicine, global health, leadership, and peace building. The elective uses core CanMEDS competencies to foster cross-cultural dialogue, networking, and cooperation and fulfills the program's aim of using health as a bridge to peace. The lessons learned from the curriculum planning and implementation process are highlighted and the impact of the program explored to help provide a framework for developing similar international electives.
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Dohlman, Lena, Matthew DiMeglio, and Krzysztof Laudanski. "The Impact of an International Elective on Anesthesiology Residents as Assessed by a Longitudinal Study." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051987394. http://dx.doi.org/10.1177/2382120519873940.

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Introduction: Participation of anesthesiology residents in international electives may lead to the acquisition of skills as described in the Accreditation Council for Graduate Medical Education (ACGME) competencies. There is great interest in participating in such electives, but it is not clear there are educational or professional benefits. The purpose of this study was to evaluate the educational benefits of participating in overseas electives among anesthesiology residents. Methods: A longitudinal study design was used between 2010 and 2015 to survey all anesthesiology residents selected to participate in the nationally competitive Society for Education in Anesthesia-Health Volunteers Overseas (SEA-HVO) Traveling Fellowship Program in which third-year residents receive scholarships and ABA credit for 1-month teaching electives in a low-resource country. Pre-elective and post-elective surveys were sent via de-identified e-mails during the third year of residency. We investigated residents’ expectations, plans, and comfort level with teaching techniques prior to the elective and after and asked about perceived benefits. Results: The response rate was 68.8% of the 45 residents who received the survey. Participants were motivated by professional and humanitarian goals. Residents reported improved comfort with teaching techniques, especially lecturing and giving feedback. Participants acquired better skills in assessing the learning needs of students. There was a slight but nonsignificant increased comfort dealing with cultural and language barriers. The major self-perceived unique benefit of international electives was improvement in intercultural communication. The systems’ changes reported by residents as the most important to improve were those that affected patient safety. Conclusion: Global health electives have a small positive effect on teaching, cultural proficiency, and systems assessment skills. Residents improve in their ability to identify educational needs and to give feedback. Patient safety during anesthetic care is appreciated as the most important systems’ need.
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Hayashi, Mikio, Daisuke Son, Keiko Nanishi, and Masato Eto. "Long-term contribution of international electives for medical students to professional identity formation: a qualitative study." BMJ Open 10, no. 8 (2020): e039944. http://dx.doi.org/10.1136/bmjopen-2020-039944.

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ObjectivesGlobalisation has given medical university students the opportunity to pursue international electives in other countries, enhancing the long-term socialisation of medical professionals. This study identified the long-term effects of international electives on the professional identity formation of medical students.DesignThis is a qualitative study.SettingThe authors interviewed Japanese medical professionals who had completed their international electives more than 10 years ago, and analysed and interpreted the data using a social constructivism paradigm.ParticipantsA total of 23 medical professionals (mean age 36.4 years; range 33–42 years) participated in face-to-face, semistructured in-depth interviews.ResultsDuring the data analysis, 36 themes related to professional identity formation were identified, and the resulting themes had five primary factors (perspective transformation, career design, self-development, diversity of values and leadership). It was concluded that international electives for medical students could promote reflective self-relativisation and contribute to medical professional identity formation. Additionally, such electives can encourage pursuing a specialisation and academic or non-academic work abroad. International electives for medical students could contribute to medical professional identity formation on the basis of cross-cultural understanding.ConclusionsThis study addressed a number of issues regarding the long-term impact of international elective experiences in various countries on the professional identity formation of Japanese medical professionals. This study offers some guidance to mentors conducting international electives and provides useful information for professional identity formation development in medical professionals.
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Nguyen, Bich-May, Winston Liaw, Molly E. Polverento, et al. "Impact of Curricula and Electives on Primary Care Specialty Choice: A Narrative Synthesis." Family Medicine 54, no. 7 (2022): 572–77. http://dx.doi.org/10.22454/fammed.2022.638811.

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Background and Objectives: Educational components and electives that may influence medical student choice of primary care careers have been studied individually, but not reviewed or synthesized. Examining educational components and electives in a comprehensive manner may inform evidence-based approaches to raise the number of primary care physicians in the United States and help optimize use of finite resources. We sought to determine evidence-based educational components and electives associated with increased medical student choice of primary care careers. Methods: We searched PubMed, Scopus, and CINAHL for undergraduate medical education articles in English describing an educational component or elective and outcome relevant to primary care specialty choice. We assessed titles, then abstracts, and finally full texts for inclusion in a narrative synthesis. Results: The searches returned 11,211 articles and we found 42 that met the inclusion criteria. The most described components were outpatient clinical rotations, preclinical courses, and preceptorships. The most common electives were international health, summer preceptorships, and rural medicine. While most articles described curricula that appeared to have a positive correlation with primary care specialty choice, six articles found limited benefit. In sum, results were mixed. Conclusions: The current literature is limited, and many contemporary electives have not been studied with respect to primary care choice. Increased attention and funding to studying the impact of electives and other educational components on primary care specialty choice is warranted.
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Wagh, Purushottam, Neeraj Mahajan, Sanjay Kumar, and Satyanath Reddy Kodidala. "Design and implement elective module on yoga and yoga-based research in physiology." Asian Journal of Medical Sciences 13, no. 6 (2022): 129–33. http://dx.doi.org/10.3126/ajms.v13i6.43380.

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Background: Elective allows students to think of a career beyond examinations and gives them an impetus to think laterally besides laying down the foundation for future professional pathways. Hence, understanding the importance of electives among medical undergraduates in their academic life is important and electives is not being offered by medical students in India till now. Aims and Objectives: The objectives of this study were as follows: (1) To design elective module on yoga and implement (pilot test) the elective module in 1st MBBS students and (2) to analyze the perception of students and the faculties for the module. Materials and Methods: The study was conducted in the department of physiology among 106 subjects including 1st-year MBBS students and faculty. Faculty sensitization program on the development of the elective module. The evaluation was done by a pre-post standardized validated questionnaire. Perception of faculty (n-05) and students (n-100) taken on Likert’s scale questionnaire by Google form. Results: Results of pre-test and post-test of student’s assessment were compared by paired t-test suggested that outcome is statistically significant with P<0.05 in post-test. Eighty percent of students and 80% of faculties found that the elective module is excellent. Conclusion: The result of the study suggests that the elective module of yoga was well perceived by students and faculty. Electives are learning experiences that will provide the learner with an opportunity to gain an immersive experience of carrier stream, discipline, or research project.
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Bishop, M. C. "Overseas electives." Lancet 345, no. 8942 (1995): 128. http://dx.doi.org/10.1016/s0140-6736(95)90093-4.

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Ehrich, JochenH H., Ulrich Mohr, Renate Jester, et al. "Overseas electives." Lancet 342, no. 8882 (1993): 1302–3. http://dx.doi.org/10.1016/0140-6736(93)92393-8.

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Dissertations / Theses on the topic "Electives"

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Kritzinger, J. J. "The effective scheduling of electives in order to maximize student satisfaction." Thesis, Stellenbosch : Stellenbosch University, 1999. http://hdl.handle.net/10019.1/85175.

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Thesis (MBA)--Stellenbosch University, 1999.<br>ENGLISH ABSTRACT: Few lecturers – my mentor is an excellent example of those few – treasure the joy and satisfaction of their students. In order to maximize the joy associated with elective subjects (this should be one of the highlights of the MBA course), a procedure was developed that will schedule electives in such a way that the maximum number of students will be satisfied completely. This procedure harnesses the power of the modern computer and solves the problem with brute force. The computing part of the process takes less than 10 minutes. A very high level of student satisfaction (the highest level possible) is guaranteed with the correct use of this procedure.<br>AFRIKAANSE OPSOMMING: Weinig dosente – my mentor is ‘n uitstekende voorbeeld van daardie enkeles – stel die vreugde en bevrediging van hul studente eerste. Ten einde die vreugde uit keusevakke te maksimeer (dit behoort een van die hoogtepunte van die MBA kursus te wees), is ‘n prosedure ontwikkel wat keusevakke so skeduleer dat die maksimum aantal studente daardeur bevredig word. Hierdie prosedure span die krag van die moderne rekenaar in deur die probleem met brute krag op te los (akademiese kragtoerjie??). Die verwerking van die probleem deur die rekenaar duur minder as 10 minute. ‘n Hoë vlak van studentebevrediging (die hoogste vlak haalbaar) word gewaarborg deur die korrekte gebruik van hierdie prosedure.
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Wood, David. "Framework for Global Health and Global Health Electives Opportunities at Quillen COM." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7680.

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Garlan, Karen. "MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20800.

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Electives appear in the curricula of medical schools worldwide and are a required component for all Australian medical students. The purpose of an elective is to offer medical students the opportunity to undertake supervised clinical practice in a discipline of their choice. Electives offer a choice not only in what to learn, but also where to learn. In addition, the elective term is perceived as an opportunity to experience health care overseas, especially in developing countries. Medical students are highly motivated to participate in electives, where they can become immersed in the challenges of clinical work without the necessary distractions of lectures, tutorials and exams. However, unlike other teaching and learning, which comes with a defined curriculum and assessment, electives require students to take responsibility for their own learning, not only in organizing and implementing it, but also in evaluating it. In most electives, learning is assessed, by the submission of a written report, portfolio or diary. Written reports such as these depend on students’ ability to reflect on their experiences in order to identify and appraise their own learning. Nevertheless, despite the large number of Australian medical students undertaking electives nationally and internationally, there is still very little research into how students describe their experiences and evaluate their learning no matter in which country they choose to study. The purpose of this thesis is to contribute to existing understanding of learning in electives by exploring the nature of reflection and quality of learning over three global areas (developing countries, developed countries and Australia) as described in 186 written reports submitted by 126 medical students on completion of electives taken during the Sydney Medical Program elective term of 2013. Using quantitative and qualitative research methods, this work was completed in two studies. Study 1 involved the measurement of students’ reflection in the written reports they submitted on completion of their electives. Study 1 revealed that overall levels of reflection were low, casting doubt on the use of reflection as an assessment strategy. Study 2 involved in-depth, iterative reading and interpretation of 186 written reports. Analysis using phenomenological and hermeneutic strategies uncovered nine distinct yet overlapping themes in students’ descriptions of learning in electives. These nine themes were then aligned within a validated framework for learning. Students described a wide range and large number of contextually situated, emotionally complex and socially mediated learning events that highlighted the importance of the affective domain in maintaining motivation in learning. In addition, the pervasive influence of stress and anxiety on learning featured strongly, particularly for students who took electives in developing countries. Findings from this research revealed that in the absence of prior learning, numerous students were unaware of the ethical issues they would encounter and and, as a result, experienced profound emotional and cognitive dissonance when working in developing countries. This dissonance, in many cases, diminished their ability to achieve positive learning outcomes. Students who remained in Australia or went to developed countries received consistent mentoring and support, which facilitated knowledge transfer and led to new understanding in a range of contexts. Further research needs to be given to the value of pre-departure training in authentic simulated conditions for students intending to go to developing countries. There should also be more emphasis on Global Health education, cultural compentency, ethics of volunteering and medical professionalism in the developing world. Additionally, in order to facilitate reflection, students need greater opportunities to develop their reflective writing skills and to generate deeper, more critical reflection in order to meaningfully engage with, and truly learn from their elective experiences.
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Page, Lana. "Weightlifting, Performing Arts Electives, and Academic Achievement: A Comparison in an East Tennessee High School." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2462.

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The purpose of this study was to determine if there was a significant relationship between the academic achievement as measured by ACT English, math, and composite scores of students who took 6 or more credits of weightlifting, 6 or more credits of performing arts, or no elective focus in an East Tennessee high school serving grades 9-12 from the graduating classes of 2010 through 2014. The independent variables were the elective focus groups students took during high school and race and ethnicity. The dependent variables were ACT English, math, and composite scores. A series of one-way analyses of variances (ANOVAs) were performed to examine the differences in the mean ACT scores for the students taking 6 or more credits of weightlifting, 6 or more credits of performing arts, or no elective focus. Significant differences were found between the ACT English, math, and composite scores for students taking 6 or more credits of performing arts and no elective focus and students taking 6 or more credits or weightlifting and no elective focus. There was not a significant difference between the students taking 6 or more credits of weightlifting and 6 or more credits of performing arts. Based upon the findings of the study students taking 6 or more credits of performing arts had significantly higher ACT English, math, and composite scores than students with a weightlifting focus or no elective focus. Two-way analyses of variance were also performed to study the relationships between the academic performance as measured by ACT English, math, and composite scores of White and non-White students. White students performed significantly higher than non-White students on ACT English, math, and composite scores. There was no significant interaction between race and ethnicity and elective focus groups; however, there were significant main effects in race and ethnicity and elective focus groups. There were significant differences in the ACT math and composite scores between the weightlifting and performing arts groups as well as performing arts and no elective focus area. There was not a significant difference between the weightlifting and no elective focus. There were significant differences between all pairs of groups for ACT English. The performing arts focus group scored significantly higher than the other groups on all 3 ACT subtests.
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Donaghey, Mary V. "Resilience Among Middle School Students." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283857/.

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Resilience is the ability to survive and persevere during difficult times. Resilient people also thrive after overcoming adversity. Adolescents have many developmental tasks to overcome in their quest to becoming adults. Difficulty with these tasks can lead to academic and personal failures. Adolescents with low resilience often struggle with low self-esteem. If students are identified early as having lower levels of resilience, professional school counselors have an opportunity to provide resilience-enhancing activities. Prior to middle school, students are assigned all of their classes. During middle school, students begin to select their elective courses which may be representative of their interests and current emotional status. By looking at students' elective courses, I looked for patterns of resilience that may help professional school counselors proactively identify students in need of additional guidance in order to be academically successful. This study utilized a convenience sample of middle school students enrolled in the 8th grade (N = 190) of a large suburban school district located in the southwest United States to measure levels of resilience and elective course enrollment. Gender of the participants was 107 females and 83 males. The students reported their ethnicity as 5.8% African American/Black, 11.1% Asian, 12.6% Hispanic, 1.1% Native American, 1.6% Pacific Islander, 59.5% Caucasian/White, and 8.4% multiracial. I measured resilience in this study using the Resilience Scale and comparisons based on elective course. Data analyses include descriptive statistics and ANOVAs. Based on a statistical significance criterion of p < .05, students enrolled in athletics scored significantly higher in resilience than did non-athletics students enrolled in physical education/outdoor education (p = .035). Additionally, Caucasian females were significantly less resilient than Caucasian males (p = .031). Limitations of the study, implications of the results for practice, and recommendations for future research are presented.
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Rovira, i. Argelagués Montserrat. "Influència de la temperatura ambiental i corporal com a factors de risc en les morbi-mortalitats postoperatori de les neoplàsies colorectals electives." Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/126519.

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Per qualsevol cirurgià, les morbilitats i mortalitats postoperatòries dels nostres pacients són unes de les complicacions que més ens preocupen en el nostre dia a dia i, sobretot, la infecció de lloc quirúrgic. Totes elles causen una repercussió important sobre el malalt i, al mateix temps, comporten uns elevats costos socioeconòmics a nivell del món sanitari. De manera que en aquí rau la importància de saber les possibles causes que influencien en l’aparició de cadascuna d’elles. En aquest treball es mira la relació que hi ha entre diverses morbilitats i la mortalitat postoperatòries amb diferents factors de risc perioperatoris en el cas de la cirurgia electiva del càncer colorectal. S’han analitzat 30 factors perioperatoris, fent un èmfasis especial a la temperatura corporal dels pacients i la temperatura ambiental, per tal d’esbrinar si existeix algun tipus de relació causal o de protecció per tal de poder actuar sobre ells tant com sigui possible. Els pacients utilitzats són els pacients intervinguts amb la sospita diagnòstica de neoplàsia de colon o de recte, que s’intervenen de forma electiva, que presenten alguna sutura intestinal intrabdominal, sense cap altre criteri d’exclusió, recollits de forma consecutiva, a la Secció de Coloproctologia, en el Servei de Cirurgia General i Digestiva de l’Hospital Universitari Germans Trias i Pujol en el període de temps que va de l’octubre del 2008 al juny del 2011. Hem observat que la hipotèrmia actua com a factor de risc per diverses morbilitats postoperatòries però al mateix temps també actua com a factor protector d’algunes d’elles i per la mortalitat postoperatòria. Però en el cas de la temperatura ambiental baixa s’ha vist que només actua com a factor de risc per les diverses morbilitats. Els 2 són factors que estan al nostre abast de ser modificats i corregits per tal d’intentar evitar algunes de les diverses morbilitats postoperatòries. També hem observat que l’ull clínic de cada cirurgià basat en la seva experiència, coneixements i les troballes de la intervenció quirúrgica, que fan que deixi pautat antibiòtic des del postoperatori immediat en determinats pacients, una pràctica no habitual en el nostre centre i que es realitza segons el criteri de cada cirurgià, també actua com a factor de risc de diverses morbilitats sèptiques postoperatòries. Al mateix temps hem observat que l’edat avançada, l’antecedent de MPOC o l’antecedent d’hepatopatia prèvia actuen com a factors de risc per una gran varietat de complicacions postoperatòries, de manera que els pacients amb un o diversos d’aquests tres factors són pacients de més risc. Hem evidenciat que els pacients amb una neoplàsia de recte tenen menys risc de presentar una infecció d’òrgan i espai precoç que els pacients amb una neoplàsia de colon, de manera que la cirurgia del recte és un factor protector per aquesta complicació. I també hem observat que els diversos índex de risc analitzats es relacionen amb un increment del risc de les complicacions mèdiques, ja siguin sèptiques i/o no sèptiques. Amb tots aquests resultats s’ha vist que hi ha diferents factors de risc que es poden evitar i que estan a la mà del cirurgià, l’anestesista i infermeria per evitar-los i canviar-los, però en els altres que no es poden canviar podem canviar la nostra actitud terapèutica, els controls postquirúrgics o les mesures postoperatòries en aquests casos. Tot això per tal d’ajudar-nos a millorar el nostre treball del dia a dia.<br>Morbidity and the postoperative mortality of our patients, and especially the surgical site infection, are some of the medical complications that concern daily any surgeon. All of them cause a significant impact on the patient and at the same time involve high socioeconomic costs in health sector. So here is born the importance of knowing the possible causes that influence the appearance of each one. This medical research is focused on the relationship between several postoperative morbidities and the mortality with perioperatory risk factors in the elective surgery of colorectal cancer. It has been analyzed 30 perioperative factors, with special emphasis on patient’s body temperature and room temperature to find out in detail if there is some causal or protective connection in order to act on them as much as possible. Patients used are patients who were operated under suspected diagnosis of colon or rectum cancer, with some mecanic suture, with no other exclusion criteria and consecutively collected from University Hospital Germans Trias i Pujol, from October 2008 to June 2011. We have observed that hypothermia acts as a risk factor for several postoperative morbidity but at the same time it also acts as a protective factor for some of them and for postoperative mortality. Nevertheless, it only works as a risk factor for various morbidity in the case of low room temperature. Both factors are within our reach to be modified and adjusted to avoid some of the different postoperative morbidities. We have also noticed that the clinical eye of each surgeon based on their experience, knowledge and surgical findings that makes to schedule the postoperative antibiotics in some patients -a not regular practice in our center done according to the criteria of each surgeon-, it also acts as a risk factor for several postoperative septic morbidities. As well, we have found that older age, or a history of COPD or an previous history of hepatopathy act as risk factors for a large variety of postoperative complications. So, patients who have one or more of these three factors are most risk patients. We have also made clear that patients with a rectum neoplasia have less risk of an earlly organ premature site infection than patients with a colon neoplasia. Therefore, a rectum surgery is a protective factor for this complication. And finally, we have also observed that the several risk index analyzed is related to an increased risk of medical complications, even in septic or non-septic. With all of these results we have seen that there are many risk factors that can be avoided and it is up to the surgeon, the anaesthesiologist and nursing to avoid them and change them, but others that can not be changed then we can change our therapeutic attitude, the postsurgical controls or the postoperative measures. All this is to help us improve our day to day work.
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Dillingham, Reggie T. "A latent-class discrete-choice model to demonstrate how course attributes and student characteristics influence demand for economics electives| The challenge to increase enrollment." Thesis, Michigan Technological University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240242.

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<p> A primary goal of universities is to maximize student enrollment by improving course curriculum and enhancing specific programs. This is especially a challenge for smaller universities who want to offer specialized and highly diverse electives. This study aims to increase the quality and relevance of electives offered by understanding specifically what attributes students prefer more or less when choosing among alternatives. The results are used to explore how to use limited marketing and student-outreach financial resources to target students that are most likely to enter and complete courses and programs, based in part on their socioeconomic or demographic characteristics. The application is aimed at the economics unit at Michigan Technological University, which offers two programs: an undergraduate economics major and a master&rsquo;s program in applied natural resource economics. Using an efficiently-designed discrete-choice experiment, this study elicits over 700 students&rsquo; stated preferences over a variety of attributes of economics courses related to the natural environment. Students were surveyed, and each student was presented with six different pairwise choice options that were developed based on 36 different alternative courses consisting of 8 attributes, such as class topics, professor rank, time of day, and research requirement. There were three significant covariates (political preference, economic interest, and domestic/foreign status). A latent-class discrete-choice random-utility model is estimated to probabilistically group students into different preference classes. Four preference classes emerge from the results that are highly heterogeneous in terms of the marginal utilities and the probabilities of being in a given class. For example, the largest class (40%) is made up of mostly conservative students, and the smallest class (12%) is made almost entirely of liberal students. While this study and the applicability of the specific results is unique to Michigan Technological University, the use of stated preference surveys and latent-class models is highly flexible and can be applied to any program at any university</p>
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Aplicadas, Universidad Peruana de Ciencias. "Electivos de Externado - ME102 201502." Universidad Peruana de Ciencias Aplicadas (UPC), 2015. http://hdl.handle.net/10757/626860.

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Los electivos de externado es un curso de especialidad de la carrera de medicina,de carácter práctico dirigido a los estudiantes del ciclo 12 que busca desarrollar las competencias de profesionalismo:aprendizaje autónomo,ésto se hace a través de la rotación en las áreas médicas o quirúrgicas o de investigación o de gestión. Este curso le permitirá al alumno elaborar una historia clínica con su respectivo diagnóstico,plan terapéutico y de trabajo de un paciente con una condición de emergencia o médica o quirúrgica o realizar investigación o realizar gestión en salud.
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Carreazo, Pariasca Nilton Yhuri, Camones Jaime Antonio Collins, Delgado Silvia Patricia Neciosup, Castro Fernando Luis Ramírez, and Gibu Alberto Alejandro Teruya. "Electivos de Externado - ME85 201202." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/626922.

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El inicio del ciclo académico 12 marca un cambio importante en el proceso de formación del estudiante de la carrera al tratarse de un ciclo eminentemente práctico. Durante el externado, el alumno rotará por las principales áreas clínico quirúrgicas que le permitirán ir consolidando las competencias del perfil del egresado propuestas por la Escuela de Medicina. El alumno elige el área de su preferencia dentro del campo clínico quirúrgico, pudiendo rotar en centros asistenciales a nivel local o en el extranjero. Cada rotación tendrá una duración de 12 semanas.
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Gustin, Garcia Rafael. "Electivos de Externado - ME102 201601." Universidad Peruana de Ciencias Aplicadas (UPC), 2016. http://hdl.handle.net/10757/626940.

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Curso de la especialidad de la carrera de medicina,de carácter práctico dirigido a los estudiantes del ciclo 12 que busca desarrollar las competencias de Profesionalismo:Aprendizaje Autónomo y Desarrollo Profesional,ésto se hace a través de la rotación en las áreas médicas o quirúrgicas o de investigación o de gestión. Este curso le permitirá al estudiante diseñar un diagnóstico,plan terapéutico y de trabajo de un paciente o diseñar una investigación o planificar en gestión de salud que les servirá en su vida profesional.
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Books on the topic "Electives"

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American Academy of Family Physicians., ed. Extramural resident electives. American Academy of Family Physicians, 1998.

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MCSE: The Electives in a Nutshell. O'Reilly, 1998.

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Education, BPP Professional. CIPD Electives (Cipd Core Electives Passcards). BPP Professional Education, 2005.

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Education, BPP Professional. CIPD Electives (Cipd Core Electives Passcards). BPP Professional Education, 2005.

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al, et, Matthew Strebe, and James Chellis. MCSE Electives. Sybex Inc, 1998.

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sanchez, facundo, and Johann Wolfgang von Goethe. Affinités Electives. Independently Published, 2022.

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Lifepac Electives Art. Alpha Omega Publications (AZ), 2001.

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Les Affinites electives. eBooksLib, 2009.

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Lifepac Electives Accounting. Alpha Omega Publications (AZ), 2001.

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Vaughn, Cari Lynn. Liberal Arts Electives. Independently Published, 2019.

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Book chapters on the topic "Electives"

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Cescutti-Butler, Luisa. "STUDENT ELECTIVES." In The Hands-on Guide to Midwifery Placements. John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119548904.ch8.

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Smith, Roger P. "Tryouts and Electives." In From Medical School to Residency. Springer New York, 2000. http://dx.doi.org/10.1007/978-1-4612-1178-5_6.

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Daniels, Katy. "Striving for reciprocity in electives." In Global Health Experiential Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315107844-30.

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Brulles, Dina, Karen L. Brown, and Susan Winebrenner. "Special Areas and Electives Extension Lessons." In Differentiated Lessons for Every Learner. Routledge, 2021. http://dx.doi.org/10.4324/9781003234159-7.

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Kemp, Joy, Gaynor D. Maclean, and Nester Moyo. "Crossing Borders: International Consultancies and Student Electives." In Global Midwifery: Principles, Policy and Practice. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-46765-4_14.

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Peluso, Michael J., and William Cherniak. "Objectives and competencies of international electives for medical trainees." In Global Health Experiential Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315107844-3.

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Arya, Akshaya Neil, and Kristin Neudorf. "A profile of international electives programming at Canadian medical schools." In Global Health Experiential Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315107844-8.

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Arya, Akshaya Neil. "A new form of neocolonialism?International health partnerships, missions, experiences, research and electives." In Global Health Experiential Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315107844-18.

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Ochoa-Zezzatti, Alberto, Oscar Castillo, Patricia Melín, Nemesio Castillo, Sandra Bustillos, and Julio Arreola. "Shipwrecked on Fear: Selection of Electives in School Minorities in a University Using Cuckoo Search Algorithm." In Studies in Computational Intelligence. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05170-3_10.

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Valasek, John. "Learning to Master Complexity Through Aerospace Capstone Design and Senior Technical Electives with Enhanced Complex Aerospace Systems Engineering Content." In Complex Systems Engineering: Theory and Practice. American Institute of Aeronautics and Astronautics, Inc., 2019. http://dx.doi.org/10.2514/5.9781624105654.0235.0250.

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Conference papers on the topic "Electives"

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White, William W., and Jerry B. Weinberg. "Breadth-last technical electives." In the 40th ACM technical symposium. ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1508884.

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Milanovic, Ivana, Tom Eppes, and Kamau Wright. "Simulation-Based Approach to Science, Technology, Engineering, and Math Challenges." In ASME-JSME-KSME 2019 8th Joint Fluids Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/ajkfluids2019-4864.

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Abstract This paper discusses an undergraduate mechanical engineering (ME) curricular sequence of four required and four elective courses (4+4) in the area of modeling, simulation, and application development with the focus on the thermo-fluids topics. The purpose is early and consistent integration of knowledge and modern computational skills across curriculum. This approach facilitates a deeper understanding of complex theoretical concepts and engineering solutions by embedding modeling and simulations in required courses from the freshmen to the junior year. Professional electives provide an additional opportunity to apply the same strategy either in the concentration format or in one-off courses that individual students may decide to take. The sequence starts with four courses that are required for all ME majors: Graphic Communication, Computer-Aided Design and Analysis, Fluid Mechanics, and Heat Transfer. Four additional courses are technical electives and a part of an undergraduate Computational Mechanical Engineering (Comp ME) concentration: Applied CFD, Multidisciplinary Modeling, Finite Element Analysis, and Convective Heat and Momentum Transfer. The first two required courses, Graphic Communication and Computer-Aided Design and Analysis, provide the foundation in model development. There can also be opportunities to embed simulations as a part select sophomore level courses, such as Thermo-dynamics. In the third year thermo-fluids sequence, as well as in the Comp ME technical electives, students gain experience creating models of new and existing systems, visualizing simulation results, going through the process of verification and validation, optimizing solutions, and building applications. We will first present the rationale for adopting a simulation-based approach to Science, Technology, Engineering, and Math (STEM) challenges. Second, we will show how this high-impact approach can be implemented without additional labor-intensive work on the part of faculty members. Finally, special attention will be devoted to the required and elective thermo-fluids courses that use COMSOL Multiphysics® as the software platform. In each course, a series of models are created and documented in technical reports. Applications are also built based on the underlying models to complete the experience. The paper provides a detailed description of the technical content in each course, learning strategies, expected outcomes, and assessment criteria. Several examples illustrating student work are presented. How and why the courses evolved and were improved over time is included. Lastly, the importance and value of this approach in view of changes coming to the ABET criteria is discussed.
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Mansfield, RC, K. Ford, K. Lakhoo, L. Gardner, G. Ndukwe, and H. de Berker. "G290(P) Linking paediatric oncology research with electives." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.282.

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Kim, Charles, Alan Cheville, Katharyn Nottis, et al. "Assessing situational curiosity and motivation in open-ended design electives." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344041.

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Woods, A., R. Maweni, K. Kuhurt, et al. "106 “The medical electives suitcase”: an essential tool for medical students." In Abstracts of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 15th to 17th November 2016, Bristol, UK. The Association for Simulated Practice in Healthcare, 2016. http://dx.doi.org/10.1136/bmjstel-2016-000158.157.

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Soliman, Ashraf M., and Hesham El Marsafawy. "EFFECTIVE ELECTIVES: FORMING A CAREER PATH FOR GRADUATES OF BUILT-ENVIRONMENT DESIGN PROGRAMS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1799.

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Martin, Michael J., Paige R. Davis, David F. Bowles, and Marybeth Lima. "Incorporation of Museum-Based Service Learning into Advanced Engineering Electives in Aerospace Engineering and 3-D Printing." In 54th AIAA Aerospace Sciences Meeting. American Institute of Aeronautics and Astronautics, 2016. http://dx.doi.org/10.2514/6.2016-1803.

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Ioannou, Ioannis, Abraham Davis, Amnah Ahmed, et al. "THE EFFECT OF THE COVID-19 PANDEMIC ON MEDICAL STUDENT ELECTIVES AT THE UNIVERSITY OF MANCHESTER, UK." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2138.

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Majeed, Zayn, Hyun Lee, Pete Tayler-Hunt, Kiran Kaur Khepar, Ann Wylie, and John Mcsorley. "P423 Pre-exposure prophylaxis as an alternative to PEP for electives. Survey assessing medical students’ knowledge and beliefs." In Abstracts for the STI & HIV World Congress (Joint Meeting of the 23rd ISSTDR and 20th IUSTI), July 14–17, 2019, Vancouver, Canada. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/sextrans-2019-sti.509.

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Gorgone, John, and Vijay Kanabar. "Masters in Information Systems: A Web-Centric Model Curriculum." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2487.

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Web Technology has changed conventional Information Systems (IS) and conventional Information Technology (IT) as we know it. There is no doubt that Web technology will provide the foundation for most future software systems. IS curriculum therefore needs to be brought up to date to reflect this reality. In this paper we update our earlier research leading to the design of a graduate model curriculum for Information Systems and describe a generic web-centric Information Systems Masters curriculum model. It is strong on web-technology and its goal is to produce students who are comfortable with both today's technology and technology of the future. Universities and colleges can adapt this curriculum model to design a new Masters in IS curriculum or simply to bring up to date any existing IS/IT curriculum. The model suggests new core concentration courses, and concentration electives.
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Reports on the topic "Electives"

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Osipov, G. S. Fuzzy elective selection model. Редакция журнала «ОПиПМ», 2019. http://dx.doi.org/10.18411/oppm-2019-26-1.

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Alesina, Alberto, and Howard Rosenthal. Moderating Elections. National Bureau of Economic Research, 1989. http://dx.doi.org/10.3386/w3072.

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Martinez-Bravo, Monica, Gerard Padró Miquel, Nancy Qian, and Yang Yao. Elections in China. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18101.

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Zaitseva, A. S., and A. A. Rudakova. Elective course " Basics of vegetable growing». OFERNIO, 2020. http://dx.doi.org/10.12731/ofernio.2020.24701.

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Bridges, Kate. AARP Alaska: 2022 Elections. AARP Research, 2022. http://dx.doi.org/10.26419/res.00550.009.

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Brännström, Mats, Ylva Carlsson, and Henrik Hagberg. Obstetric outcome after uterus transplantation. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.1.0052.

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Review question / Objective: Is delivery by elective cesarean section as safe for the mother and the neonate after uterus transplantation as after delivery by elective cesarean section for reasons such as breech and psychological indication regarding stillbirth/neonatal mortality, neonatal morbidity, maternal mortality, and morbidity? Rationale: To compare pregnancy, obstetrical and neonatal complications at delivery by cesarean section in patients that have undergone uterus transplantation and in a normal groups of women.
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Idris, Iffat. Conditions for Elections to Succeed in Reducing Conflict and Instability. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.124.

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Post-conflict elections can pave the way for democratisation and peacebuilding, but can also lead to renewed conflict. Minimum conditions for ensuring that elections promote the former and reduce conflict and instability include: peace and demilitarisation; international involvement; not holding post-conflict elections too early; holding national and local elections separately – ideally, local before national; election systems (notably proportional representation) that distribute rather than concentrate power; independent, permanent and well-resourced election management bodies; and media that promote voter education, messaging by parties and candidates, and election transparency. However, it is important to stress that specific criteria needed for successful post-conflict elections will be context-dependent.Post-conflict elections have the potential to establish legitimate government and can pave the way for democratisation and sustained peace. However, because they determine the distribution of power, they can also trigger renewed conflict. The risk of this is exacerbated by the difficult circumstances in which post-conflict elections are typically held (e.g. damaged infrastructure, weak institutions). The challenge is how to achieve the potential benefits while avoiding the risks. What are the conditions or criteria needed to ensure that post-conflict elections do not lead to conflict and instability?This review looks at the conditions needed to ensure that post-conflict election reduce conflict and instability. It draws on a mixture of academic and grey literature. While there was substantial literature on the various criteria, notably international involvement and election administration, it was largely gender-blind, as well as disability-blind.
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Elnour Abdelkarim, Zeinab. Assessing Sudan's Electoral Legal Framework. International Institute for Democracy and Electoral Assistance, 2022. http://dx.doi.org/10.31752/idea.2022.18.

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Assessing Sudanʼs Electoral Legal Framework provides an in-depth insight and analysis of Sudanʼs current legal framework for elections. It measures Sudanʼs legal electoral framework against a common international understanding of the principles, norms and obligations that define credible and democratic elections. The objective of this analysis is not to criticize or pass judgement on the countryʼs existing electoral processes; instead, it offers an unbiased assessment of how Sudanʼs existing electoral laws and country context create an enabling or disabling environment for free and fair elections. It provides comprehensive and constructive recommendations to strengthen existing legislation and improve fairness, uniformity, reliability, consistency and professionalism in Sudanʼs future elections. This Report also assesses the status of core democratic principles and freedoms that provide the foundation for credible elections and highlights any restrictions on these fundamental rights and liberties that could interfere with the countryʼs upcoming elections or delay its political transition. It calls upon the transitional government to protect citizensʼ rights and liberties and prevent abuses that may influence public trust, fairness, and openness of electoral and other transitional processes. Lastly, this Report discusses political, socio-economic, and legal issues impacting Sudanʼs roadmap to democratic transition before the October 2021 military coup.
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Rogoff, Kenneth, and Anne Sibert. Elections and Macroeconomic Policy Cycles. National Bureau of Economic Research, 1986. http://dx.doi.org/10.3386/w1838.

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Bouton, Laurent, Jorge Gallego, Aniol Llorente-Saguer, and Rebecca Morton. Runoff Elections in the Laboratory. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w25949.

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