ライフサイエンスコーパス: educator

1 ructured group interactions moderated by the educator.

2 ist, and a nurse or other certified diabetes educator.

3 a groundbreaking nutrition scientist, and an educator.

4 ndependent, masked study physician and nurse educator.

5 of critical care scientists, clinicians, and educators.

6 to a series of visits from trained physician educators.

7 se data pose important problems for surgical educators.

8 of reviews by 25 genetics professionals and educators.

9 applicable to all chromatin researchers and educators.

10 ervention session using standardized patient educators.

11 st to practicing pediatricians and pediatric educators.

12 t to both managed care directors and medical educators.

13 nizations that have active medical nutrition educators.

14 g, and were referred using a network of peer educators.

15 y many individuals, small organizations, and educators.

16 ts to become clinical teachers and clinician-educators.

17 guidance has been produced for parasitology educators.

18 akes high expectations for both students and educators.

19 trauma informed schools and trauma informed educators.

20 with diabetes, but also for expert diabetes educators.

21 ment of the next generation of A/I clinician-educators.

22 ignificantly larger group of researchers and educators.

23 been an important topic for policymakers and educators.

24 licy, and financial implications for medical educators.

25 to provide a coherent approach for clinical educators.

26 but also an active site for researchers and educators.

27 of critical care scientists, clinicians, and educators.

28 distribution of an oral HIVST from the peer educator), (2) coupon (a coupon for collection of an ora

29 ndergraduate medical education critical care educators, 2) residency program directors representing a

30 g and during research, and this could afford educators a target for intervention.

31 c Educators, the ICO is providing ophthalmic educators across the globe with access to standardized b

32 nd programs that are available to ophthalmic educators across the globe.

33 ssionals, information technology developers, educators, administrators, and practitioners who receive

34 at a mature profession including clinicians, educators, administrators, researchers and regulators ca

35 redictions generated by experienced diabetes educators after reviewing a set of historical nutritiona

36 In intervention schools, peer educators aged 16-17 years delivered three sessions of s

37 tudents' mental health literacy through peer educators (aged 14-18 years) teaching peer learners (age

38 till represents a challenge for students and educators alike.

39 Educators also need to remove barriers to student succes

40 ICU, inter-rater reliability between a nurse educator and 27 RASS-trained bedside nurses in 101 patie

41 FSW peer educator groups (1 peer educator and 8 participants) were randomized to either (

42 o be a biochemist; 2) my contributions as an educator and researcher, especially regarding meprin met

43 n require standards that are credible to the educator and the trainee.

44 appears to be facing a shortage of clinician-educators and academic allergists in A/I.

45 creativity and innovative strategies used by educators and administrators in medical and dental schoo

46 e I describe challenges to medical-nutrition educators and an opportunity provided by the Association

47 It is imperative that educators and clinicians are aware that near vision is o

48 Stronger collaboration between educators and clinicians is recommended to explore the m

49 universities, as well as for policy makers, educators and developers aiming at integrating the AI ap

50 This information should be useful for educators and facilities striving to improve the quality

51 Knowledge from this study can assist educators and health care professionals who wish to impl

52 Medical educators and policy makers can have the greatest impact

53 esenting this framework, I hope that medical educators and practitioners can have a deeper appreciati

54 As identified by critical care educators and practitioners, e-learning is actively bein

55 ight have important implications for medical educators and quality improvement initiatives.

56 However, parents, educators and scientists have been interested in determi

57 roblematic, but the question of what medical educators and societies are doing to rectify and promote

58 entary school, including 638 students and 60 educators and staff members in 6 grades with 5 classes p

59 PDB Data Consumers include researchers, educators and students studying Fundamental Biology, Bio

60 cessing our web portals include researchers, educators and students studying fundamental biology, bio

61 to researchers, authors, reviewers, editors, educators and students.

62 The findings provide valuable insights for educators and technologists in designing and implementin

63 Such guidelines, developed by virology educators and the American Society for Virology Educatio

64 Scientists, educators and the general public often need to know time

65 of digital media and technologies, scholars, educators and the public have become increasingly vocal

66 uctive health and disease, and that funders, educators and the research community must take action to

67 d applied researchers, healthcare providers, educators and their students, patients and their familie

68 An interprofessional team of medical educators and trainees conducted semistructured intervie

69 For the first time, bioinformatics educators and trainers across the globe have come togeth

70 ce to the special contributions of clinician-educators and use a variety of methods to assess these,

71 ideotape, two sessions with a trained cancer educator, and informational workbook (EDU).

72 ional panel of 16 content experts, 3 medical educators, and a psychometrician developed 98 short, key

73 to create them, and explain how researchers, educators, and clinicians can use them effectively.

74 ysicians, nurses, medical assistants, health educators, and dieticians) that addressed the outcomes o

75 unique application to expand how scientists, educators, and industry professionals analyse insect win

76 physician entrepreneurship by policy makers, educators, and institutions may enhance medical innovati

77 the use of the Galaxy Training materials by educators, and its usage in different learning environme

78 They are delivered by trained educators, and monitored for quality by independent asse

79 IBB World Championship, and how scientists, educators, and other organizations can contribute.

80 Health care professionals, educators, and others are increasingly called upon to ad

81 assist health and social service providers, educators, and others in taking the first steps to dimin

82 preneurship education and training, business educators, and parenting practices in China.

83 Health care professionals, educators, and parents should be prepared to educate you

84 erve as a valuable resource for researchers, educators, and practitioners.

85 s and education of youth, parents, teachers, educators, and professionals are essential in targeting

86 It is essential that clinicians, educators, and researchers understand the methods that c

87 together scientists, engineers, physicians, educators, and students from around the world.

88 o the scientific community, K-12 and college educators, and the general public, without requiring kno

89 nment and private agencies, academia, health educators, and tobacco control experts) participated in

90 ass desktop and laptop usage, scientists and educators are beginning to integrate mobile devices into

91 Medical-nutrition educators are challenged to share curriculum ideas and t

92 ases and more, scientists, policymakers, and educators are confronted by organized campaigns to sprea

93 In light of these reports, educators are considering the potential for co-curricula

94 Some educators are enthusiastic about its potential to suppor

95 tion theory, that suggests that when medical educators are more humanistic in their training of stude

96 Research suggests that when educators are more supportive of student autonomy, stude

97 Medical educators are seeking improved measures to assess the cl

98 idual characteristics identified by surgical educators as being qualities of outstanding graduating s

99 They regard pulmonary rehabilitation educators as valuable sources of AD education.

100 th worker in the role of a coach (ie, health educator) as part of the well-child care team to provide

101 Today's physicians and medical educators, as well as those completing graduate training

102 aining group were taught by professional art educators at the Philadelphia Museum of Art, during 6 cu

103 herefore, this study evaluated ophthalmology educators' attitudes toward female mentorship, to better

104 introduction of the first computer, medical educators began looking for ways to incorporate their us

105 If medical educators better understand how students are learning, t

106 ecommendations for families, clinicians, and educators beyond screen time limits; including encouragi

107 l scientists who are knowledge producers and educators by training and vocation.

108 the topic of data integration that trainers/educators can adopt and adapt for their classroom.

109 Leadership and management educators can benefit from the findings towards developi

110 limitations of an educational intervention, educators can design programs that may have an increased

111 eories supporting their use, and discuss how educators can engage with these learning tools effective

112 general and child and adolescent psychiatric educators, candidates, and service delivery agencies.

113 Results offer actionable insights for educators, caregivers, and professionals aiming to foste

114 y, and dietetics) and offers suggestions for educators, clinicians, researchers, and key stakeholders

115 ed education programs built on scientist and educator collaborations.

116 ricular intervention is a promising tool for educators committed to retaining students in STEM.

117 thinker, skilled administrator, progressive educator, compelling communicator, researcher, scholar,

118 y development focusing on a necessary set of educator competencies.

119 nts, childcare diet quality was assessed via educator-completed questionnaires, BMI z scores were ass

120 ndent of the blinded observations, a surgeon educator conducted intraoperative observations, which se

121 ent role for the mental health specialist as educator, consultant, and clinician for the more severel

122 lem, and national and state policymakers and educators continue to face the challenge of finding effe

123 Educators continue to focus on curriculum, assessment, a

124 education (individual sessions with a health educator covering topics on chronic disease prevention)

125 cientists, clinical trial investigators, and educators defined common priority and scientific areas d

126 The addition of a 1-hour, nurse educator-delivered teaching session at the time of hospi

127 he literature for recent work that will help educators develop programs to produce residents who are

128 A task force of surgeons and professional educators developed 10 standardized clinical case statio

129 Funds for education innovations and educator development remain at significant risk because

130 .0%), that they had visited a diabetes nurse educator, dietician, or nutritionist for their diabetes

131 wship director and advanced practice nursing educator e-mail queries (>50) identified the use of a nu

132 Investing in educators, educational innovation, and scholarship is es

133 Family medicine educators experience substantial rates of loneliness, pa

134 d by a coalition of scientists and nutrition educators, experts with experience with dietary guidelin

135 tribution education (PDE), in which the peer educator explained the leaflet and distributed HIV self-

136 ities of decreased faculty time and budgets, educators face major challenges in developing case-based

137 ed and inter-acted in the roles of advocate, educator, facilitator, problem solver, communicator, goa

138 Medical educators feel increasing pressure from the Accreditatio

139 ng the information as tailored and relevant, educators feeling empowered, and a cultural shift percol

140 in the form of a 1-hour session with a nurse educator followed by monthly telephone counseling for 6

141 p services, formal transfer agreement, nurse educator for breast-feeding, and availability of tubal l

142 ograms, formal transfer agreements, or nurse educators for breast-feeding prior to the report either

143 Sixty-five researchers/educators from >40 institutions participated through in-

144 In this article, neurology educators from the American Academy of Neurology's A.

145 sing the Delphi process, experienced medical educators from the American College of Chest Physicians,

146 Peer educator-FSW groups were randomized to 1 of 3 arms: (1)

147 tems-level support be provided for clinician-educators, given the increasing business pressures in me

148 FSW peer educator groups (1 peer educator and 8 participants) wer

149 We randomized 960 participants in 120 peer educator groups from October 18, 2016, to November 16, 2

150 ettings, a new category of faculty-clinician-educators-has emerged.

151 implementation of new technology, nutrition educators have an opportunity to introduce nutrition and

152 Clinician-educators have concerns about their ability to be promot

153 Medical educators have had a growing sense that proficiency in p

154 Researchers and educators have long wrestled with the question of how be

155 Educators have recognized the need to apply evidence-bas

156 teaching methods (context), conversing with educators having similar life experience (mechanism reso

157 ifaceted approach that engages policymakers, educators, healthcare providers, online health informati

158 to the nuanced dynamics of AI adoption among educators, highlighting the necessity for targeted inter

159 As epidemiology educators, however, we face a tremendous challenge in th

160 Surgical educators identified 21 characteristics that they believ

161 We surveyed transplant educators in 1694 US dialysis centers about their transp

162 Educators in all specialties of medicine are increasingl

163 PURPOSE OF REVIEW: Educators in anesthesia residency programs across the co

164 ssion in atopic dermatitis, utility of nurse educators in atopic dermatitis, safety and efficacy of e

165 There may also be a benefit to training educators in growth-focused coaching.

166 ing and to guide researchers, reviewers, and educators in improving statistical standards across the

167 METHODS AND Trained peer educators in Kapiri Mposhi, Chirundu, and Livingstone, Z

168 Results: We present a framework to guide educators in organizing editathons for learners to impro

169 sed by infectious diseases (ID) learners and educators in recent years.

170 Clinician-educators in the field of allergy and immunology (A/I) i

171 s a valuable reference for both learners and educators in the field.

172 Medical educators in the future must work as hard to defend the

173 Educators in the specialty of anesthesiology are facing

174 of the ICO that its programs for ophthalmic educators, including conferences, courses, curricula, an

175 rs to share information with research peers, educators, industry, and the general public.

176 stionnaires at 1 and 4 months following peer educator interventions.

177 ude value factors defined by the leaders for educator investment programs across the 5 value measurem

178 health system leaders find value in funding educator investment programs in multiple domains beyond

179 clinical ophthalmologists, researchers, and educators involved in the design of courses for resident

180 g major changes, a key issue facing surgical educators is whether high-quality surgeons can still be

181 The number of clinician-educators joining the ranks of medical school faculties

182 health worker-led interventions, and health educator-led interventions resulted in the greatest syst

183 s 3 years), and then community-embedded peer educators located partners and referred them for enrolme

184 However, learners and educators may encounter challenges in gaining experience

185 ven the increasingly diverse SoMe landscape, educators may find themselves struggling with how to eff

186 n mechanical ventilation, frontline resident educators, medical education experts, and community inte

187 ne unanswered questions that researchers and educators might like to consider as a potential agenda f

188 program directors (PDs), and medical student educators (MSEs).

189 To do so, medical educators must have access to reliable evidence on the i

190 To improve care internationally, educators must optimize their videos for learning.

191 er a brief educational session with a health educator (n = 105) or a brief educational session plus a

192 ed: doctor (n=53), scientist (n=10), science educator (n=2), nurse (n=15), dentist (n=11), and parame

193 ettings makes the expanded role of clinician-educators necessary, it also presents challenges to clin

194 tence of residents in internal medicine, and educators need to be cognizant of the most appropriate a

195 Medical educators need to continue to develop, implement, evalua

196 Medical educators need to evaluate and control the planning, con

197 Clinicians and educators need to take explicit account of renal transpl

198 a team approach, using a physician, diabetes educator, nurse, dietitian, and other health professiona

199 conjunction with rehabilitation therapists, educators, nurses, social care providers, and schoolteac

200 HLA-C*07, the strongest educator of C1-specific NK cells, has reached unusually

201 nts for knowledge and skills evolve, medical educators often encounter the need for new curricula.

202 questions also serve to focus clinicians and educators on the important areas for improving quality o

203 cipated (ten content experts, three resident educators, one medical education expert, zero community

204 re proactive followup, either by the patient educator or by a trained clinical assistant dedicated to

205 r pressure from clinicians, family, friends, educators, or employers.

206 Fifty-two percent of educators orally recommended transplant to patients, 31%

207 In 2019 and 2020, more than 13,800 Texas educators participated in Emotional Backpack Project (EB

208 In PEBRA, a peer educator (PE) delivered services as per regularly assess

209 p, curricular structure, course content, and educator perceptions about microbiology education locall

210 n importance ratings of aspects of clinician-educators' performance were the following: teaching skil

211 erate focus on objectively assessing surgeon educators' periprocedural teaching may motivate improved

212 family medicine specialists, nurses, health educators, pharmacists, and psychosocial and home care t

213 Are we as clinicians, scientists, and educators prepared to expand our scope of practice, know

214 echnologies provide dermatology researchers, educators, proceduralists, and patients with opportuniti

215 ude detainees in care provision through peer-educator programmes in Rwanda, Zimbabwe, Zambia, and Sou

216 nt considered by all was, "Periodontists are educators promoting health." Non-periodontist dentists (

217 esponded; 45% of respondents had a clinician-educator promotion track.

218 ss of whether they have a separate clinician-educator promotion track.

219 , exercise physiologist, dietitian, diabetes educator, psychologist, and social worker.

220 Surgical educators' rankings of general surgery residency graduat

221 Although medical educators recognize the need to prepare physicians to wo

222 ult and pediatric endocrinologists, diabetes educators, registered dietitians, epidemiologists, pharm

223 ult and pediatric endocrinologists, diabetes educators, registered dietitians, epidemiologists, pharm

224 Educators rely heavily on learning activities that encou

225 As current medical educators rely on subjective measures of surgical skill,

226 Physicians as clinicians, educators, research scientists, and advocates for policy

227 e the critical care pharmacist as clinician, educator, researcher, and manager.

228 g the critical care pharmacist as clinician, educator, researcher, and manager; and to recommend fund

229 gh in-depth interviews and focus groups with educators, researchers, and healthcare providers in the

230 r practices will be important to clinicians, educators, researchers, and policymakers as the hospital

231 onsistent with role congruity theory when an educator's gender violated expected gendered roles, we g

232 mized to three interventions in which health educator(s) delivered an intervention to (a) the patient

233 de to begin to empower the new generation of educators, scientists, and students in performing long-r

234 If medical educators seek to optimize enthusiasm and preparation fo

235 As clinician-educators seek to provide the highest-quality education

236 rements in good readers-can help parents and educators select the best remediation strategy.

237 Medical educators should be aware of the potential differences i

238 t cases are crucial in surgical training and educators should consider these findings as surgical tra

239 Scientists and educators should now view the Microbiome Sciences as a f

240 Educators should prioritize transplant education strateg

241 Educators should reexamine pedagogical practices to crea

242 Clinicians and educators should update and improve the evidence for the

243 Having a study team member or a neutral educator spend more time talking one-on-one to study par

244 al professionals, health care professionals, educators, street outreach workers, and public health re

245 g users around the world, including >660 000 educators, students and members of the curious public us

246 w is the time for oral health professionals, educators, students, researchers, and patients to engage

247 adness is most typically used by high-school educators teaching life sciences, and we estimate that o

248 There is a growing consensus among medical educators that to promote the professional development o

249 There is strong consensus among educators that training in the ethical and social conseq

250 unching of the new ICO Center for Ophthalmic Educators, the ICO is providing ophthalmic educators acr

251 ute structured interview conducted by health educators; the MOTIV is a 30- to 45-minute intervention

252 ry, it also presents challenges to clinician-educators themselves and to the institutions for which t

253 romote a systematic approach to "educate the educators" through training and mentorship.

254 ition, and cooking lessons taught by trained educators throughout the school year; and (4) 9 monthly

255 ur, one-on-one teaching session with a nurse educator to the standard discharge process.

256 to be inclusive and challenges employers and educators to acknowledge inequalities and take action to

257 ogists, archaeologists, museum curators, and educators to articulate challenges and opportunities for

258 ducating during the pandemic, it is time for educators to ask which innovations can be introduced and

259 s provide an opportunity for researchers and educators to carry out data analysis and report the resu

260 easily visualize their experimental results, educators to create Course-based Undergraduate Research

261 ical next step is identifying and supporting educators to develop, implement, evaluate, and publish t

262 es; (ii) to allow researchers and interested educators to easily navigate and retrieve data of intere

263 unication between undergraduate and graduate educators to enhance the training of future immunologist

264 titutions, publishers, funding agencies, and educators to fully embrace computational biology.

265 dialogue between researchers, clinicians and educators to highlight the prevalence and characteristic

266 cally grounded approach for policymakers and educators to improve climate change communication while

267 ience medical education or opportunities for educators to intervene.

268 y important are efforts by investigators and educators to maintain knowledge and competencies in the

269 onal resources brings with it challenges for educators to optimize the dissemination of online conten

270 r is an application to enable scientists and educators to prepare and present structure annotations c

271 actical recommendations for policymakers and educators to promote sustainability-oriented education a

272 disease 2019 pandemic are but one reason for educators to refocus their efforts on virology teaching.

273 ions designed to increase compliance, and by educators to tailor patient education programs.

274 Schools with separate clinician-educator tracks differed little in survey responses from

275 d four components: ECEC outdoor play policy; educator training; ECEC outdoor space modification; and

276 oping skills as a clinician, researcher, and educator ("triple threat").

277 nutrient-dense foods that parents and health educators try to encourage.

278 lined in this paper will help scientists and educators understand barriers faced by Indigenous studen

279 Educators use a variety of practices to train laypersons

280 to these data is provided to researchers and educators via web pages designed for optimal ease of use

281 As biochemistry and molecular biology educators, we have an obligation to provide students wit

282 Clinician-educators were expected to have fewer peer-reviewed publ

283 Eight standardized patient educators were trained in collaboration with physicians

284 l of Dental Research to write an essay on an educator who influenced the professional trajectories of

285 uation by a pulmonologist and an asthma-COPD educator who were instructed to initiate guideline-based

286 Educators who attempted to assess professionalism achiev

287 ents are reviewed; they may be of benefit to educators who develop advocacy curriculum.

288 utilizing near-peer teaching, and rewarding educators who facilitate an environment of inquiry and s

289 first-hand accounts from five scientists and educators who use microscopy and imaging to engage, ente

290 children at risk for DCD and suggests to all educators who work with these children to use the combin

291 ped by the Nutrition Academic Award schools, educators will be in a position to enhance their medical

292 Educators will need to teach from a broadened perspectiv

293 evelopment course designed to equip surgical educators with evidence-based teaching frameworks shown

294 Finally, this study provides educators with more insights on how to stimulate student

295 ods are used by healthcare professionals and educators within nursing education because of their pres

296 t the curriculum will be useful for genetics educators working in diverse settings.

297 sitory is used by millions of scientists and educators working in the areas of drug discovery, vaccin

298 There is a need and a desire for educators working toward implementation of nutrition in

299 al, and population science professionals and educators working with a fully engaged group of creative

300 sion of ChatGPT have caught the attention of educators worldwide.