PubMed:32436272 JSONTXT

{"project":"LitCovid-OGER-BB","denotations":[{"id":"T1","span":{"begin":190,"end":198},"obj":"GO:0007612"},{"id":"T2","span":{"begin":204,"end":210},"obj":"NCBITaxon:9606"},{"id":"T3","span":{"begin":313,"end":321},"obj":"SP_7"},{"id":"T4","span":{"begin":664,"end":672},"obj":"GO:0007612"}],"namespaces":[{"prefix":"NCBITaxon","uri":"https://www.ncbi.nlm.nih.gov/taxonomy/"}],"text":"Faculty Development in a Pandemic: So Close-Yet So Far.\nConceptual advances in faculty development are broadening to emphasize the importance of relationships and social networks to faculty learning.1 In-person events traditionally provide a venue for these relationships to develop and sustain. The onset of the Covid-19 pandemic forced the rapid acceptance of online platforms as the only approach for faculty interpersonal connection. Within these virtual only conditions, a faculty development intervention was quickly created for a cohort of dispersed teaching faculty that could harness the power of relationships and social networks for faculty support and learning about the program's new format (online) and additional content (student stress)."}

{"project":"LitCovid-PD-CLO","denotations":[{"id":"T1","span":{"begin":23,"end":24},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T2","span":{"begin":240,"end":241},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T3","span":{"begin":476,"end":477},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T4","span":{"begin":535,"end":536},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"}],"text":"Faculty Development in a Pandemic: So Close-Yet So Far.\nConceptual advances in faculty development are broadening to emphasize the importance of relationships and social networks to faculty learning.1 In-person events traditionally provide a venue for these relationships to develop and sustain. The onset of the Covid-19 pandemic forced the rapid acceptance of online platforms as the only approach for faculty interpersonal connection. Within these virtual only conditions, a faculty development intervention was quickly created for a cohort of dispersed teaching faculty that could harness the power of relationships and social networks for faculty support and learning about the program's new format (online) and additional content (student stress)."}

{"project":"LitCovid-PD-GO-BP","denotations":[{"id":"T1","span":{"begin":190,"end":198},"obj":"http://purl.obolibrary.org/obo/GO_0007612"},{"id":"T2","span":{"begin":664,"end":672},"obj":"http://purl.obolibrary.org/obo/GO_0007612"}],"text":"Faculty Development in a Pandemic: So Close-Yet So Far.\nConceptual advances in faculty development are broadening to emphasize the importance of relationships and social networks to faculty learning.1 In-person events traditionally provide a venue for these relationships to develop and sustain. The onset of the Covid-19 pandemic forced the rapid acceptance of online platforms as the only approach for faculty interpersonal connection. Within these virtual only conditions, a faculty development intervention was quickly created for a cohort of dispersed teaching faculty that could harness the power of relationships and social networks for faculty support and learning about the program's new format (online) and additional content (student stress)."}

{"project":"LitCovid-sentences","denotations":[{"id":"T1","span":{"begin":0,"end":34},"obj":"Sentence"},{"id":"T2","span":{"begin":35,"end":55},"obj":"Sentence"},{"id":"T3","span":{"begin":56,"end":295},"obj":"Sentence"},{"id":"T4","span":{"begin":296,"end":437},"obj":"Sentence"},{"id":"T5","span":{"begin":438,"end":753},"obj":"Sentence"}],"namespaces":[{"prefix":"_base","uri":"http://pubannotation.org/ontology/tao.owl#"}],"text":"Faculty Development in a Pandemic: So Close-Yet So Far.\nConceptual advances in faculty development are broadening to emphasize the importance of relationships and social networks to faculty learning.1 In-person events traditionally provide a venue for these relationships to develop and sustain. The onset of the Covid-19 pandemic forced the rapid acceptance of online platforms as the only approach for faculty interpersonal connection. Within these virtual only conditions, a faculty development intervention was quickly created for a cohort of dispersed teaching faculty that could harness the power of relationships and social networks for faculty support and learning about the program's new format (online) and additional content (student stress)."}