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https://www.selleckchem.com/products/eidd-1931.html BACKGROUND Although there is a wealth of research focusing on PBL, most studies employ self-reports, surveys, and interviews as data collection methods and have an exclusive focus on students. There is little research that has studied interactivity in online PBL settings through the lens of Social Network Analysis (SNA) to explore both student and teacher factors that could help monitor and possibly proactively support PBL groups. This study adopts SNA to investigate how groups, tutors and individual student's interactivity variables correlate with group performance and whether the interactivity variables could be used to predict group performance. METHODS We do so by analyzing 60 groups' work in 12 courses in dental education (598 students). The interaction data were extracted from a Moodle-based online learning platform to construct the aggregate networks of each group. SNA variables were calculated at the group level, students' level and tutor's level. We then performed correlation tests and multiple regregroup. Furthermore, SNA could be used to monitor online PBL groups, identify important quantitative data that helps predict and potentially support groups to function and co-regulate, which would improve the outcome of interacting groups in PBL. The information offered by SNA requires relatively little effort to analyze and could help educators get valuable insights about their groups and individual collaborators.BACKGROUND Recommendations for good clinical practice have been reported to be difficult to apply in real life by primary care clinicians. This could be because the clinical trials at the origin of the guidelines are based on explanatory trials, conducted under ideal conditions not reflecting the reality of primary care, rather than pragmatic trials conducted under real-life conditions. The objective of this study was to evaluate how pragmatic are the clinical trials used to build the French High Autho

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