ライフサイエンスコーパス: postgraduate

1 nd evaluation of pilot training designed for postgraduates.

2 the awareness of and knowledge on CBCT among postgraduates.

3 Pre- and postgraduate allergy education and training, implementat

4 ively had received some undergraduate and/or postgraduate allergy education.

5 Postgraduate and continuing education should develop mas

6 Six Rwandan surgical postgraduates and physicians conducted physical examinat

7 Although one was designed for US surgical postgraduates and the other for sub-Saharan African surg

8 distance learning unit on Programming for a postgraduate certificate (PG Cert) in Clinical Bioinform

9 In English-medium postgraduate classrooms, particularly within MSc/MA TESO

10 dual process: clinical service delivery and postgraduate clinical training [which are both the provi

11 erceived workplace support for pregnancy and postgraduate completion year (OR, 1.03, [95% CI, 0.994,

12 n the army during World War I, and finally a postgraduate course in ophthalmology at the University o

13 Fifty-one postgraduate critical care medicine subspecialty trainee

14 07; rank 5), and presence of a parent with a postgraduate degree (mode 1, CVW = -0.06; rank 14) exper

15 ted to patients' educational status: 62% had postgraduate degrees, 50% had college degrees, 56% had s

16 , and more persons with health insurance and postgraduate degrees.

17 Postgraduate diplomas in palliative care are available i

18 hird-party payers take a more active role in postgraduate drug education and investigation.

19 Neck Radiology in 1977 provided a forum for postgraduate education and scientific exchange.

20 an essential competency in undergraduate and postgraduate education by 2017.

21 y is one of the most important components of postgraduate education in ophthalmology.

22 Fewer women with postgraduate education reported vasomotor symptoms.

23 The most common barriers to neurology postgraduate education were few training programs and la

24 ts who are younger (18-25 years old), have a postgraduate education, have an education or career rela

25 e commonly collected in higher, graduate and postgraduate education; however, perhaps especially in t

26 iences in engineering, aspirations to pursue postgraduate engineering degrees, and emotional well-bei

27 PostGraduate enrolled 1382 participants (671 previously

28 f assessing knowledge and are used widely in postgraduate examinations in anaesthesiology.

29 has increased to 95 members representing 154 postgraduate fellowship positions.

30 In response to this growing need, specific postgraduate fellowships have been developed, however th

31 there has been an increase in the number of postgraduate fellowships in minimally invasive and gastr

32 e to get to know the knowledge on CBCT among postgraduates in a dental college in India.

33 ucted from December 2018 to June 2020 at the Postgraduate Institute of Medical Education and Research

34 016, and patients visiting the Sanjay Gandhi Postgraduate Institute of Medical Sciences, Lucknow, Ind

35 the similarities and differences among these postgraduate intensive care/critical care training progr

36 the literature: (1) the underexploration of postgraduate learners' affective experiences in immersiv

37 Participants included 29 postgraduate learners.

38 such as the use of heuristics, are taught at postgraduate level.

39 logy training, both at the undergraduate and postgraduate levels.

40 , higher standards for medical graduates and postgraduates may have hastened-rather than hindered-the

41 ational Institute of Child Health and Jinnah Postgraduate Medical Centre.

42 Postgraduate medical education included the Albert Einst

43 We evaluated the effect of the postgraduate medical education level (PGY) of surgery re

44 ly studying Web 2.0 technologies to maximize postgraduate medical education of housestaff.

45 In the end, the primary goal of the postgraduate medical education system must be to ensure

46 al school year 5) and 10 3rd-year residents (postgraduate medical school year 4) at 211 accredited ra

47 y was conducted with 201 4th-year residents (postgraduate medical school year 5) and 10 3rd-year resi

48 heir being long forgotten, the importance of postgraduate medical schools in our nation's surgical hi

49 The founding of postgraduate medical schools in turn-of-the-century Amer

50 hapter of American surgical medical history, postgraduate medical schools played a decisive role in s

51 Postgraduate medical schools, particularly the New York

52 and lay literature relating to the nation's postgraduate medical schools.

53 f extended (24 hours or more) work shifts in postgraduate medical training is limited.

54 pGALS be incorporated into undergraduate and postgraduate medical training to improve pediatric muscu

55 alist overlap in training (medical school or postgraduate medical) at the same institution for at lea

56 egree, eight (27%) recommended experience or postgraduate modules in health economics and health ineq

57 Unfortunately, training in graduate and postgraduate neuroscience lacks a standardized developme

58 s that while VRS holds a significant role in postgraduate ophthalmic surgical training, its access is

59 he Medical Reserve Corps and outlines unique postgraduate opportunities for early-career virologists.

60 Academy of Periodontology began encouraging postgraduate periodontal programs to train residents in

61 ty-six (376) patients in 11 university-based postgraduate periodontics programs and five private prac

62 skills among dental undergraduates (UG) and postgraduates (PG).

63 scription drugs because of a lack of ongoing postgraduate physician education.

64 The benefactor of a postgraduate position at the medical school, Ton That Tu

65 tion, preparation, and transition into their postgraduate professional roles.

66 mandatory course for both undergraduate and postgraduate programs.

67 Postgraduate qualifications showed significantly lower o

68 All consultants had postgraduate qualifications, but 4 of 6 medical superint

69 f Jiangsu Higher Education Institutions, and Postgraduate Research and Practice Innovation Program of

70 udents in the US, but low retention rates in postgraduate research persist.

71 Deakin University Postgraduate Research Scholarship.

72 Two U.S.-based postgraduate researchers without prior microscopy experi

73 f 2737 of the estimated 18,447 interns in US postgraduate residency programs from July 2002 through M

74 medical students can be adapted for use with postgraduate residents and fellows in the setting of ref

75 l of 100 volunteers participated but only 88 postgraduates responded to the questionnaire.

76 h training in medical school and the medical postgraduate setting is recommended.

77 The levels of anxiety and depression in postgraduate students are much higher than those in the

78 ramework was evaluated with 133 newly joined postgraduate students doing their science or arts progra

79 hich reflective practice is employed to help postgraduate students navigate work environments, deal w

80 rk of early career researchers, ranging from postgraduate students to young group leaders working in

81 part of the curriculum of undergraduate and postgraduate students.

82 l-plaque-removal (PMPR) and re-evaluation by postgraduate students.

83 Postgraduate study can be mentally, physically and emoti

84 anaesthesia and intensive care medicine are postgraduate subjects, few would deny the value of expos

85 Postgraduate subspecialty critical care medicine trainee

86 implementation of nontechnical components in postgraduate surgical curricula.

87 ry bodies have mandated their integration in postgraduate surgical curricula.

88 ndents (67%) and all medical officers lacked postgraduate surgical qualifications or formal surgical

89 Attending intensivists and postgraduate surgical trainees with SICU experience were

90 Interventions may be needed in postgraduate surgical training and early independent car

91 included all trainees recruited to dedicated postgraduate surgical training from 2016 to 2020.

92 The study took place at a tertiary care postgraduate teaching institute.

93 semi-structured interviews with five Chinese postgraduates, the research investigates the psychologic

94 cietal needs, we propose a global network of postgraduate theoretical training programs.

95 ommonly administered to medical students and postgraduate trainees and evaluated EBP skills.

96 Postgraduate trainees have historically received little

97 te these obstacles, the medical students and postgraduate trainees I encountered were bright and rece

98 d between April 2009 and November 2010 among postgraduate trainees in obstetrics-gynecology in 7 LMIC

99 ried out by specialist pediatric dentists or postgraduate trainees.

100 from medical students through all levels of postgraduate training and continuing medical education f

101 ents are able to obtain superb education and postgraduate training and where faculty are able to deve

102 essing physician competence on completion of postgraduate training and, more recently, in defining ap

103 sident physician changeover is a key part of postgraduate training but could lead to discontinuity in

104 of graduation from medical school, amount of postgraduate training completed, primary or training spe

105 He completed postgraduate training in internal medicine and cardiovas

106 cholecystectomies completed since residency, postgraduate training in laparoscopy, and annual volume

107 e to introduce the OSCE in undergraduate and postgraduate training in radiology.

108 ess to further ensure the highest quality of postgraduate training in the fields of GI and endoscopic

109 mes after appendectomy are influenced by the postgraduate training level of the participating surgica

110 Graduate and postgraduate training of medicinal chemists at GSK is al

111 International medical graduates applying to postgraduate training programs compare favorably with US

112 The development of formal PA postgraduate training programs in ophthalmology may expa

113 into the curricula of medical, graduate, and postgraduate training programs, thus generating a critic

114 e care skills is not routinely given in most postgraduate training programs.

115 udy was conducted from May to August 2022 at postgraduate training sites across Ontario, Canada.

116 the UK at least), to shorten the duration of postgraduate training so that pledges for consultant num

117 stratified by proportion of female doctors, postgraduate training status, number of patients registe

118 childbirth, overall and across career stage (postgraduate training vs independent practice) and speci

119 dred seventy-four (66%) respondents finished postgraduate training with educational debt, 139 (34%) r

120 women (3.72 [0.56] points), in residents in postgraduate training year 4 or 5 (3.72 [0.58] points),

121 e-training behaviors, Injury Severity Score, postgraduate training year, and days since training occu

122 respondents in their 2nd through 5th year of postgraduate training, 2187 (52%) had insufficient funds

123 stainable approaches to broaden graduate and postgraduate training, aimed at creating training progra

124 cal and clinical years and continued through postgraduate training, and 2) active adult learning (eg,

125 f these, 415 (41.3%) first gave birth during postgraduate training, and 275 (27.4%) gave birth in yea

126 f healthcare and university systems, medical postgraduate training, and funding of research.

127 n terms of clinical experience, prior formal postgraduate training, and research, but have higher app

128 ywords: Medical Education, Machine Learning, Postgraduate Training, Competency-based Medical Educatio

129 score were pharmacy school attended, planned postgraduate training, completion of a clinical rotation

130 In their first year of postgraduate training, interns commonly work shifts that

131 ssons from the MD-PhD training experience to postgraduate training, shortening the time to independen

132 development of surgical investigators after postgraduate training.

133 g to career plan questions in all 3 years of postgraduate training.

134 ne residents with an average of 29 months of postgraduate training.

135 ical students, future allergists and provide postgraduate training.

136 ation and typically completed 16 months into postgraduate training.

137 follow progression of surgical skill during postgraduate training.

138 ntinued education on CD in medical under and postgraduate trainings are crucial to prevent under-diag

139 4B/X, (AOR, 0.10; 95% CI, 0.05-0.19); with a postgraduate vs college degree (AOR, 0.70; 95% CI, 0.53-

140 s and their open-label extensions, including PostGraduate, with up to 210 (mean, 125) weeks of total

141 (16.9% for postgraduate year 1 vs 10.1% for postgraduate year >=5; P = .003) and race and ethnicity

142 There were also differences by postgraduate year (16.9% for postgraduate year 1 vs 10.1

143 s, and most residents left after their first postgraduate year (48%; 95% CI, 39%-57%).

144 The largest source of variation was postgraduate year (alpha, 3.15; 95% CrI, 1.66-6.03), wit

145 urvey in which 2737 residents in their first postgraduate year (interns) completed 17,003 monthly rep

146 gram during the study period, 57 completed a postgraduate year (PGY) 1 and 22 completed a PGY-2.

147 period, trajectories diverged further after postgraduate year (PGY) 1, indicating a potential remedi

148 These racial disparities peaked in postgraduate year (PGY) 2 (mean [SD] difference in score

149 es who had complete data for the OKAP during postgraduate year (PGY) 2, 3, and 4 and completed the WQ

150 R for the open procedure related to resident postgraduate year (PGY) level.

151 ssure on them to get grants; however, 71% of postgraduate year (PGY) residents who were PGY3 sensed t

152 This randomized controlled trial recruited postgraduate year (PGY)-1 and PGY-2 surgeons to particip

153 Participants included 33 postgraduate year (PGY)-1 residents in an internal medic

154 during residency increased according to the postgraduate year (PGY): PGY-1, 1.5 injuries; PGY-2, 3.7

155 Internal medicine residents from postgraduate year 1 (interns) at an academic medical cen

156 plans for individual residents during their postgraduate year 1 (PGY-1), postgraduate year 2 (PGY-2)

157 cialties should be prepared for the start of postgraduate year 1 (PGY-1).

158 Overall, 2889 residents (1621 in postgraduate year 1 [PGY-1], 902 in PGY-2, and 366 in PG

159 PANTS: A retrospective review of categorical postgraduate year 1 Accreditation Council for Graduate M

160 The mean (SD) postgraduate year 1 resident annual SPB was $65 397 ($82

161 A total of 103 postgraduate year 1 residents from 7 institutions comple

162 Since the advent of the 16-hour mandate for postgraduate year 1 residents in July 2011, no data have

163 nts matched into categorical general surgery postgraduate year 1 spots from July 1, 1999, to July 1,

164 Participants were postgraduate year 1 through 4 emergency medicine residen

165 Training levels ranged from postgraduate year 1 to postgraduate year 6, spanning 9 r

166 ment using videos of Mini-CEX assessments of postgraduate year 1 trainees interviewing new internal m

167 differences by postgraduate year (16.9% for postgraduate year 1 vs 10.1% for postgraduate year >=5;

168 ntional failures among first-year residents (postgraduate year 1) during a traditional rotation sched

169 ring the study period: 15 (17.6%) left after postgraduate year 1, 34 (40.0%) after postgraduate year

170 ight resident physicians participated: eight postgraduate year 1, eight postgraduate year 2, five pos

171 Overall complications were lower for postgraduate year 1-2 residents than for other years.

172 er Health Residency in Emergency Medicine, a postgraduate year 1-4 training program.

173 than interns (postgraduate years 4 and 5 vs postgraduate year 1: OR, 1.77 [95% CI, 1.40-2.24] among

174 ficantly across years (P < .001), highest in postgraduate year 2 (19.2%) and lowest in postgraduate y

175 ts during their postgraduate year 1 (PGY-1), postgraduate year 2 (PGY-2), and postgraduate year 3 (PG

176 after postgraduate year 1, 34 (40.0%) after postgraduate year 2, and 36 (42.4%) after postgraduate y

177 rticipated: eight postgraduate year 1, eight postgraduate year 2, five postgraduate year 3, and seven

178 1 (PGY-1), postgraduate year 2 (PGY-2), and postgraduate year 3 (PGY-3) of training.

179 nding surgeons assisted by a resident in the postgraduate year 3 (PGY3), fellow in the postgraduate y

180 er postgraduate year 2, and 36 (42.4%) after postgraduate year 3 or later.

181 t (-0.37; 95% CI, -0.65 to -0.09) domains by postgraduate year 3 year-end assessment; URM female resi

182 uate year 1, eight postgraduate year 2, five postgraduate year 3, and seven postgraduate year 4.

183 was a retrospective cross-sectional study of postgraduate year 4 (PGY-4) residents from 120 ophthalmo

184 In this mixed methods analysis, 10 senior (postgraduate year 4 and 5) residents were videorecorded

185 feedback, and repetition was implemented for postgraduate year 4 residents between July 2, 2012, and

186 We changed the glaucoma rotation in which postgraduate year 4 residents worked with multiple atten

187 year 2, five postgraduate year 3, and seven postgraduate year 4.

188 in postgraduate year 2 (19.2%) and lowest in postgraduate year 5 (7.2%).

189 he postgraduate year 3 (PGY3), fellow in the postgraduate year 5 (PGY5), or both.

190 ng levels ranged from postgraduate year 1 to postgraduate year 6, spanning 9 residency program specia

191 residents who recently completed their third postgraduate year [PGY 3]) in July 2019.

192 errant CCC and surgeons' level of training (postgraduate year [PGY]).

193 guage); clinicians' characteristics (gender, postgraduate year [PGY], and credential [physician vs ad

194 es (faculty level, case difficulty, resident postgraduate year [PGY], resident gender, observation mo

195 Demographic factors, aside from postgraduate year do not appear predictive.

196 Residents from all postgraduate year levels, including professional develop

197 the 16-hour shift were to be extended to all postgraduate year levels, one can anticipate that additi

198 n) at 1 or more time points during the first postgraduate year of medical training (ie, the intern ye

199 otherapy skills of residents in their fourth postgraduate year on the basis of cumulative supervisor

200 survey (49 [52.7%] male; 60 [64.5%] in third postgraduate year or higher; 23 [24.7%] Asian or Pacific

201 switch to another specialty after the first postgraduate year owing to lifestyle-related issues.

202 A total of 1235 participants in their first postgraduate year) responded to survey questions regardi

203 pe, country Human Development Index, trainee postgraduate year, and self-reported autonomy.

204 univariate analysis, older age, female sex, postgraduate year, training in a university program, the

205 several program/resident variables examined, postgraduate year-level was the only independent predict

206 ding 21284 internal medicine residents (7048 postgraduate-year 1 [PGY-1], 7233 PGY-2, and 7003 PGY-3)

207 of preliminary and categorical residents in postgraduate years (PGYs) 1 through 5 training in a sing

208 ogists does not take advantage of all of the postgraduate years (PGYs).

209 cal, hospitalist, and primary care tracks in postgraduate years 1 and 2 (PGY1 and PGY2).

210 ms, 295 with publicly available salaries for postgraduate years 1 through 5 met inclusion criteria.

211 omen [52%]), 13 (52%) were junior residents (postgraduate years 1-3) and 7 (28%) were members of raci

212 sessment was distributed to the inaugural 25 postgraduate years 2 and 3 internal medicine residents b

213 ners (attendings) and 30 surgical residents (postgraduate years 3-8).

214 experiencing sexual harassment than interns (postgraduate years 4 and 5 vs postgraduate year 1: OR, 1

215 A total of 43 surgical residents (postgraduate years [PGYs] 1 and 2) participated in inter

216 their second, third, and fourth psychiatric postgraduate years from 10 programs located in different

217 y invasive surgery fellows, and 5 residents (postgraduate years, 3-5) were involved.

218 locations of past and current institutions, postgraduate years, and specialties.

219 5 [84.2], P = .99), for residents from other postgraduate years, or for first-time examinees taking t

220 between residents in their second and fourth postgraduate years: more advanced residents and experts