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1 other factors at that unit, such as surgical skill.
2 or obtain other goals is a critical survival skill.
3 tures that should be trained to enhance PT's skill.
4 rain states which characterise complex human skills.
5 llowing rehearsal and refinement of clinical skills.
6 y acquisition of complex motor and cognitive skills.
7 01), but did not affect their print-literacy skills.
8 ions for the absence of an effect on spatial skills.
9 g complexity, irrespective of working memory skills.
10 n sequences is a fundamental aspect of motor skills.
11 y could diagnose cataract correctly based on skills.
12 ng-term acquisition and practice of specific skills.
13 ritical care knowledge topics and procedural skills.
14 ion, physical function, and basic daily life skills.
15 opics: technical, nontechnical, and teaching skills.
16 mmunication, socialization, and daily living skills.
17 d so that they could continue developing new skills.
18 ightly >3 d to complete and requires basic R skills.
19 n's social language turn-taking and language skills.
20 ing the development of later-life assessment skills.
21 l development, and cultivating grant writing skills.
22 efficient and does not require any advanced skills.
23 peed, attentional control, and metacognitive skills.
24 and increase the need for advanced surgical skills.
25 ention was predominantly in the nontechnical skills.
26 ian cell culture and fluorescence microscopy skills.
27 hitecture does not hinder advanced cognitive skills.
28 of participants with practice, knowledge and skills.
29 ion dynamics are necessary for learned motor skills.
30 digital media without requiring programming skills.
31 esses a wide range of language and cognitive skills.
32 cognitive and neural mechanisms support this skill?
33 y influenced children's verbal comprehension skills (0.28 SD higher at posttest, P < 0.001), but did
35 Debriefs focused more often on nontechnical skills (60%) than technical skills (32%) or teaching-spe
38 motor skills, we expect that the insights or skills acquired in VR/AR transfer to real-world settings
40 ation is likely to be secondary to the motor skill acquisition, since no correlation was observed bet
41 Our results demonstrate differential motor skill acquisition-related effects on cortical parameters
42 We explored the large variability in motor skill acquisition-related effects on the primary and sen
44 ongside a standardised, classroom-based life skills Adolescence Education Program (AEP), compared to
46 has been recurrently linked to mathematical skills, although the nature of the mechanism allowing to
48 reduction of social inequality in numerical skill and discuss possible explanations for the absence
51 lant recipients demonstrate worse overall EF skills and deficits in working memory, processing speed,
53 hat accumulation of both technical-reasoning skills and enhanced social skills stemmed from the onset
55 e as developmental biologists can contribute skills and expertise that are uniquely suited for invest
57 approach to measure clinical decision-making skills and focuses on cases encountered at the beginning
59 training is to provide individuals with the skills and knowledge to become outstanding scientists an
60 d hoc efforts go beyond developing technical skills and may provide continued benefit in conjunction
62 UAMs in Greece enabled youths to develop new skills and networks that facilitated integration into so
63 ur time scale, using basic AFM equipment and skills and only needing freely available software for da
70 hich is considered to depend on superb motor skills and the underlying mechanosensory circuits in com
71 eatment, social support, and positive coping skills and their direct and mediated effect on psycholog
72 and weaknesses in residents' decision-making skills and yield valuable information to create individu
73 and events, variation in surgeons' technical skills, and a high amount of environmental distractions
75 s to assess caregiving knowledge, attitudes, skills, and behaviors in mealtime care for people living
78 for the maintenance of complex professional skills, and outlines guiding principles for the future o
79 plicit or implicit biases, enhance mentoring skills, and remove predictable barriers (e.g., financial
81 ion, physical function, and basic daily life skills are assessed at 3 months and beyond 1 year after
82 ion, physical function, and basic daily life skills are assessed between 6 and 12 months after cardia
83 rate to advanced engineering and programming skills are required to successfully implement this proto
85 The PDO and NPGO also show time-dependent skill as indices of regional northeast Pacific ecosystem
86 s categorized comments relating to operative skills as being specific or general and as encouraging a
87 equires basic molecular and cellular biology skills, as well as a basic understanding of Unix and R.
92 teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned
93 Future studies should assess participants' skills, attitudes, satisfaction and behaviour change; co
94 Additionally, the relative contribution of skills-based intervention components was not feasibly ev
95 e reform, we outline recommendations for (1) skills-based training tailored to the current career lan
96 evelopment of motor, cognitive, and language skills (Bayley Scales of Infant Development, Third Editi
98 there are differences in observational gait skills between PT and individuals with less clinical exp
99 and delivery in a health facility or with a skilled birth attendant, all accounted for substantially
100 ed via the folding and forging techniques of skilled blacksmiths-we produced a material consisting of
102 amily-corvids-also evolved complex cognitive skills but a detailed understanding of the full scope of
106 b-based interface where users with no coding skills can compute the generation and post-selection pro
107 hood interventions designed to improve these skills can decrease the behaviors associated with premat
108 ates that social support and positive coping skills can mediate the negative impact of childhood malt
115 g ENSO initiation), such models have limited skill for longer-term forecasts beyond half a year.
117 e in the acquisition of clinical psychomotor skills for pre-registration student nurses?' METHODS: Th
121 with lower peer-reviewed ratings of surgical skill had higher complication rates after bariatric surg
123 e optimization models with better predictive skills have penalty functions that meet our seven criter
125 lication of theoretical knowledge to a motor skill in a range of contexts, outcomes relating to these
126 ized network is shown to gain uniformly high skill in accurately predicting the solutions in a wide v
127 ed models still demonstrated relatively high skill in predicting the PM(2.5) levels in well-mixed ind
129 ajor centers in Europe and the United States skilled in healthspan analysis came together to agree on
130 athy (EE) as measured by emotion recognition skills in 4,780 8-year old children from the ALSPAC coho
132 at individuals would have to face to acquire skills in the absence of specific socio-cognitive abilit
133 roles of social support and positive coping skills in the relationships between childhood maltreatme
137 on about a child's growth trajectory on each skill, information designed to help them evaluate their
138 to cruising and not crawling, although both skills involve anti-phase coordination among the four li
139 sults in higher acquisition and retention of skills involved in airway management among junior critic
140 eaching of technical and nontechnical airway skills involved in managing a critically ill patient.
143 Time taken to undertake and complete the skill is questioned as a valid outcome measurement due t
145 al culture originates in technical-reasoning skills is not the only alternative to social accounts; a
147 more than just having specific metacognitive skills-it appears to also entail an orientation toward s
148 ptimal care occurs when patients possess the skills, knowledge, and confidence needed to effectively
150 her than fresh urine samples, and testing by skilled laboratory technicians in research laboratories,
153 stigating the impact of valenced feedback on skill learning have only considered unintentional learni
156 is by which sustained running benefits motor skill learning, presenting a target for clinical treatme
159 ratory studies revealed their complex social skills, little is known about their social behaviour in
160 egeneration, a series of kinetic, kinematic, skilled locomotion, electrophysiologic, and immunohistoc
162 anisms - nor assume that technical-reasoning skills make individuals omniscient technically - and mak
164 est that everyday experience with the target skill may promote "learning to learn," where infants lea
166 usculoskeletal system and acquisition of new skills may demand fine-tuning or reshaping of the early
168 ch as medical staff and scientists, but from skilled members of the public who have the time, facilit
170 increase in the three care interventions, RN skill mix, and the two nurse outcomes were associated wi
173 IGNIFICANCE STATEMENT Motor coordination and skilled movements are driven by the permanent discharge
174 ical culture was tied to nonsocial cognitive skills, namely, technical-reasoning skills, which allowe
175 y, to include not only the knowledge and the skills needed at both the organizational and the individ
177 or Care Improvement (BPCI) model 3, in which skilled nursing facilities (SNFs) assumed accountability
178 us, admissions, discharges, and mortality at skilled nursing facilities (SNFs) in 3 metropolitan area
179 to acute care hospitals (ACHs; 141, 50%) and skilled nursing facilities (SNFs; 113, 40%), and less fr
180 ursing facilities, and 12 ventilator-capable skilled nursing facilities) in the Chicago metropolitan
181 itals, 9 long-term acute care hospitals, 351 skilled nursing facilities, and 12 ventilator-capable sk
183 the first known outbreak of SARS-CoV-2 at a skilled nursing facility (SNF) in Illinois on 15 March 2
186 ent admission sepsis cost and any subsequent skilled nursing facility admission for all (fee-for-serv
187 e aggregate cost of inpatient admissions and skilled nursing facility admissions for Medicare Advanta
188 ing all beneficiaries who were admitted to a skilled nursing facility after an inpatient hospital adm
190 58% were to intermediate-/long-term care or skilled nursing facility stays (4.7 days), 30% to death
191 t positive test result in a resident at this skilled nursing facility, 57 of 89 residents (64%) teste
193 days alive and spent outside of a hospital, skilled nursing facility, or intermediate-/long-term acu
194 ng; or if they survive to discharge from the skilled nursing facility, they are more likely to go nex
195 er identification of a case of Covid-19 in a skilled nursing facility, we assessed transmission and e
198 dex admission were more likely to die in the skilled nursing facility; more likely to be readmitted t
199 admission were more likely to have received skilled nursing or unskilled nursing (e.g., nursing aide
200 tivariate model by using parameters of motor skills obtained from kinematic, postural control, joint
202 lidation is applied to verify the predictive skill of the best performing candidate model for each se
204 hers who do not specialize in bioinformatics skills or do not have access to expensive computational
206 mwork is required, 5) staff require specific skills or experience, 6) patient and family engagement i
209 theoretic metrics, showing an improvement of skill over LIM approaches, thus opening an avenue for en
210 ion empirically, our model improves forecast skill over recent, state-of-the-art models for dengue in
211 gA and lactoferrin concentrations with motor skills (P = 0.018 and P = 0.044), and a positive associa
214 hat SiN perception correlates with cognitive skills, particularly phonological working memory: the ab
217 immediate and long-term influences on motor skill performance, distinct from simply 'invigorating' m
218 elements (namely knowledge, cognitive gain, skill performance, skill success and time to complete) w
222 a surprising array of complex sociocognitive skills pointing to the possibility that the domesticatio
223 reschool practice and strengthen these early skills, potentially reducing risk for later psychopathol
224 was observed in women from those engaged in skill, power, to mixed and endurance disciplines, with t
227 need of kidney transplant (KT) requires many skilled professionals and an expensive hospital structur
233 investigated how neural circuits controlling skilled reaching were affected by the loss of EphA4.
234 gene impairs the ability of mice to perform skilled reaching, and identification of how these behavi
235 ague Dawley rats (N = 64) were evaluated for skilled reaching, spontaneous limb use, and limb placeme
236 ack motor pathways, resulting in deficits in skilled reaching.SIGNIFICANCE STATEMENT The central adva
237 importance of the scientific discourse, and skills required for problem solvers of the 21st century.
238 AI intervention, including instructions and skills required for use, the setting in which the AI int
239 AI intervention, including instructions and skills required for use, the setting in which the AI int
243 ibration slope 1.72, Brier score 0.08, Brier skill score 0.58, and had significantly better performan
247 ostworkshop assessment, the decline in total skills scores at delayed assessment (F[1, 38] = 5.64; p
248 similar and significant improvement in total skills scores at the postworkshop assessment, the declin
249 archers or research institutes with specific skill sets and prior experience conducting research in h
251 ss severe adaptive deficits in communication skills, similar functional language, more social motivat
252 walk alone at 12 mo, and motor and language skills, socioemotional development, executive function,
255 chnical-reasoning skills and enhanced social skills stemmed from the onset of a more basic cognitive
259 e an obligation to provide students with the skills that allow them to be innovative and self-reliant
262 growth in the social-emotional and language skills that support adaptive coping and promote mental h
263 agnostic medical imaging produces perceptual skills that that transfer beyond the trained domain.
264 involved with ad hoc efforts to share their skills, the lessons learned that we extract from the sur
266 to their simplicity and comparable forecast skill to first-principles models at short lead times.
267 is found to be a useful tool with reasonable skill to provide the climate-health outlook about possib
268 neural systems supporting reflection and EF skills to an increased risk for general features of psyc
269 talise on nurses' experiential knowledge and skills to enhance the strategic design and development o
270 ouths who had the greatest need to learn new skills to facilitate their integration often had the lea
271 ssential gene prediction methods are lack of skills to handle the imbalanced learning issue inherent
272 ld be trained to give them the computational skills to keep pace with technological developments.
273 atistical spectroscopic tools and analytical skills to perform solid phase extraction (SPE), liquid c
274 training resulted in the transfer of complex skills to the clinical environment and may have an indir
275 o were mentally fit with sufficient language skills to understand and complete the questionnaire were
278 ation is a useful adjunct for both technical skills training and formative Deanery or Faculty adminis
279 determined and recommendations for technical skills training, proctoring, and performance assessment
280 ioning from paediatric to adult health care: skills transfer, increasing self-efficacy, coordination,
282 her-oriented development that underlies many skills vital for becoming a contributing member of socie
284 NOTSS system to measure teams' nontechnical skills was acceptable and feasible to a fair extent.
285 ents to investigate behaviour or train motor skills, we expect that the insights or skills acquired i
290 ion, core verbal and visuo-spatial reasoning skills were intact, whereas deficits were found in worki
291 age, adults with better attention switching skills were redundant in efficient ways, demonstrating t
293 We found that parent reported Conceptual skills were related to working memory, while teacher rep
294 synthesized data can overestimate predictive skill when forecasting recruitment is part of the assess
297 ognitive skills, namely, technical-reasoning skills, which allowed humans to constantly acquire and i
298 with GBP among surgeons who over-rated their skill with sleeve gastrectomy (0.65 vs 0.27, p = 0.0181)
299 demonstrate unique convergent sociocognitive skills with humans, are highly trainable and able to und
300 ry policies, education and organisation of a skilled workforce to deliver of high-quality care in cli