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1  prioritizing hands-on learning over passive didactics.
2  rotation: clinical experience (27%), formal didactics (18%), and text availability (16%).
3 es, including 10 clinical psychoanalyses, 19 didactic analyses, and 14 with combined clinical and did
4  felt that they would benefit from increased didactic and clinical experience in the management of ca
5                                    Adult CHD didactic and clinical experiences for cardiology fellows
6  73.7%.Main Outcome Measure Requiring both a didactic and clinical supervision in an EBT.
7 .3% and 61.7%, respectively) not requiring a didactic and clinical supervision in any EBT.
8 ives in EBT and non-EBT, few required both a didactic and clinical supervision in EBT, and most requi
9          All curricula used a combination of didactic and hands-on components.
10 Expedition-9 crewmembers attended a 2.5-hour didactic and hands-on US training session 4 months befor
11 ealth care delivery that encourage mandatory didactic and procedural critical care training.
12                                 Its rigorous didactic and procedural requirements would enhance quali
13                              We describe the didactic and reflective process whereby skills of relati
14 ns related to the role of medical imaging in didactic and research.
15  transport personnel underwent training with didactics and high-fidelity simulation until mastery wit
16 medical knowledge are approached with formal didactics and traditional Halstedian educational formats
17 about AMI and care seeking delivered using a didactic approach.
18  They involved a combination of hands-on and didactic approaches, lasting an average of 343.15 min, o
19 ring the pandemic can be integrated into the didactic content of epidemiology training programs and 2
20 oting clinical research training by offering didactic courses and grant opportunities in clinical res
21 nding had formal undergraduate critical care didactic curricula averaging 12 +/- 3 hrs: 60% were elec
22 recommends that critical care rotations with didactic curricula be required for undergraduate educati
23 tive for intervention, the authors present a didactic discussion of the steps required to estimate th
24 hearing aids) or a health education control (didactic education and enrichment activities covering ch
25                                              Didactic education covered the same topics without empow
26 based psychoeducation group (n = 304) or the didactic education group (n = 304).
27 the foundations of modern VB theory, using a didactic example of a model SN2 reaction to illustrate i
28 step-by-step application using a very simple didactic example.
29 approaches may be partially due to a lack of didactic explanations of the method targeted toward an e
30 in 1968, revised in 1976, and republished in didactic form with comprehensive examples as the MIRD pr
31 ) suggests that hyperarticulation may have a didactic function in facilitating acquisition of new pho
32 es, we demonstrate our method by providing a didactic guide to inference and identifiability analysis
33                    Health education provided didactic health information.
34 BT most frequently offered and required as a didactic in all 3 disciplines.
35  experiential learning cited in all studies, didactics in seven, group work in four, seminars in thre
36 of educational needs were identified: formal didactics, increased clinical mentorship, longer-term Al
37                 Both EMT cohorts received no didactic instruction before scrolling through head CT ca
38 dical student volunteers completed 1 hour of didactic instruction regarding direct ophthalmoscopes, f
39 1 described team-based projects; 37 combined didactic instruction with experiential learning.
40                                        While didactic interventions can provide knowledge, supportive
41          Experiential learning combined with didactics is the favoured approach; however, attributing
42               The workshop consisted of live didactic lectures, literature case studies, and programm
43 er completing specialized training including didactic lectures, participating in a hands-on cadaveric
44 ia, inservices at staff meetings, and formal didactic lectures.
45 inical experiences, appreciative interviews, didactic material, and discussion.
46 3%; P= .005) arms compared with those in the didactic messages arm (10.4%).
47 tion had new STDs compared with those in the didactic messages arm (P = .008).
48 eling arms compared with participants in the didactic messages arm.
49 the counseling intervention arms than in the didactic messages intervention arm.
50           Arms 3 and 4 each received 2 brief didactic messages typical of current care.
51 ng tobacco intervention than are traditional didactic methods alone and can be effectively inserted i
52  observation of competence workshop combines didactic mini-lectures, interactive small group and vide
53 en, TMV has been acknowledged as a preferred didactic model and a symbolic model to illuminate the es
54  report on two key features of the course, a didactic module and the capstone original research proje
55  a transport lattice method illustrated by a didactic multicellular system model with irregular shape
56      This tutorial review aims at offering a didactic overview of organocatalytic umpolung and should
57 assigned to interpersonal psychotherapy or a didactic parenting education program.
58                                 Traditional, didactic perspectives emphasise the role of the caregive
59  describe the effect of modifications from a didactic point of view.
60               The meeting included formative didactic presentations and facilitated breakout discussi
61 ered by trained SUD counselors consisting of didactic presentations and group discussions about suici
62 sed for planning stereotaxic surgery and for didactic purposes.
63 nted on a single example selected solely for didactic purposes.
64  analyses, and 14 with combined clinical and didactic purposes.
65 ntative: he sought to sharpen boundaries for didactic reasons and to develop diagnoses that served cr
66 itive psychology principles and incorporated didactic, reflection, and unstructured content focused o
67          Although not being exhaustive, this didactic review can be useful to apprise the research co
68     Communication workshop featuring a short didactic session and four simulated family meetings usin
69 t the end of MICU rotation improved when the didactic session was moved to 8:00 am (67.9 +/- 13.8 vs.
70 ced the daily traditional 1-hour post-rounds didactic session with an 8:00 am 30-min session, conduct
71   Core concepts in AI-ML were taught through didactic sessions and daily collaboration with data scie
72                     Fellows were given three didactic sessions covering study design, analysis, and c
73                                Early morning didactic sessions improve the educational experience of
74            The control intervention provided didactic sessions on avoiding HIV transmission on the sa
75 ine the impact of rescheduling critical care didactic sessions on medicine residents' education durin
76                    They should focus more on didactic sessions related to image identification for pl
77 ent learner need not be in a classroom for a didactic talk, or even in the operating room to see how
78 provided it is done through a combination of didactic teaching and practical application.
79  way of bridging the gap between traditional didactic teaching and the clinical environment.
80 ery was more consistent, typically combining didactic teaching blended with QI project delivery.
81       For example, in learners accustomed to didactic teaching methods (context), conversing with edu
82 ies were categorized according to cognitive (didactic teaching), behavioral (practical implementation
83 tion on the number of hours of psychodynamic didactic teaching, supervision, and resident-conducted p
84 06 to 2012, a training program consisting of didactic teaching, telesimulation, Fundamentals of Lapar
85 elivery, although most employed face-to-face didactic techniques.
86 tabase content has also been integrated with didactic text and the output of two sequence analysis pr
87 tion, which inspired the Kodachrome-style of didactic that remains central to dermatologic training p
88    This track represented mandatory hours of didactic time exposing students to topics not traditiona
89 egration into preexisting protected surgical didactic time.
90    Nurse practitioners and PCPs with compact didactic training could substantially expand the availab
91    Twenty general surgery residents received didactic training in the techniques of catheter interven
92 aroscopic skills testing followed by a 1-day didactic training session.
93 ventions addressing access to PPC resources, didactic training, and clinical education (with a partic