ライフサイエンスコーパス: teaching

1 ices, and interventions to enhance operative teaching.

2 ted Nazi political and moral values in their teaching.

3 s combine deliberate practice with inclusive teaching.

4 0.23 -> 4.98 +/- 0.29, P < 0.04), and total teaching (4.37 +/- 0.21 -> 4.99 +/- 0.02, P < 0.05).

5 0.29 -> 4.77 +/- 0.43, P < 0.01), and total teaching (4.38 +/- 0.78 -> 4.79 +/- 0.39, P < 0.05).

6 83 hospitals, of which 250 (5.6%) were major teaching, 894 (19.9%) were minor teaching, and 3339 (74.

7 The surrogate model is constructed by teaching a Gaussian process adsorption energies based on

8 demiologic methods and became a platform for teaching about some key concepts in epidemiologic study

9 is framework may help to guide research (and teaching) about how individuals and populations may resp

10 ordinating efforts to integrate research and teaching across campuses.

11 to provide best practices for intraoperative teaching agree that effective teaching spans 3 phases th

12 Educational interventions were a decision/teaching aid alone or with personalized sessions.

13 ty as a medical diagnostic tool as well as a teaching aid at Neurogenetics courses held at several Af

14 icing enzymologists, ICEKAT is also a useful teaching aid to visually demonstrate in real-time how in

15 are useful tools for future research and as teaching aids.

16 Survival at 30 days was 13.9% in teaching and 11.0% (P<0.001) in nonteaching hospitals.

17 al of 25 346 patients were included: 5413 at teaching and 19 933 at nonteaching hospitals.

18 of orthopedic implants from 19 hospitals (17 teaching and 2 academic) in the Netherlands (November 20

19 mortality at major teaching vs 9.2% at minor teaching and 9.5% at nonteaching), but the difference in

20 atal nutrition, and balance my research with teaching and administrative responsibilities.

21 provide the foundation for a new paradigm in teaching and assessing hands-on clinical skills.

22 estion that unites us all: how do we provide teaching and assessment to students in a manner that is

23 prehensive enough to guide the design of DVL teaching and assessment.

24 In an attempt to simplify the teaching and dissemination of this field, we envisioned

25 AMI and may have important implications for teaching and improving clinicians' ability to recognize

26 is temporary pivot will necessitate distance teaching and learning across almost every conceivable pe

27 Annotated primary scientific literature is a teaching and learning resource that provides scaffolding

28 Entrusting autonomy is at the core of teaching and learning surgical procedures.

29 Much statistical teaching and many research reports focus on the 'null hy

30 significant differences in mortality across teaching and nonteaching environments, though costs were

31 ic surgery between June 2006 and May 2015 at teaching and nonteaching hospitals in Michigan were incl

32 ch is needed to provide an evidence base for teaching and practice in this area.

33 grammes, lasting between 27-52 weeks, with a teaching and preceptor and mentor component.

34 n regarding the contextual issues around the teaching and prescribing of intermittent catheters.

35 aimed to explore health care professionals' teaching and prescribing practice related to intermitten

36 His teaching and research focus on how algorithms can aid in

37 ns, as well as incorporating telehealth into teaching and research.

38 able growth it had shown in the past both in teaching and research.

39 Institutions should value teaching and service, and not just research, when consid

40 ridging the gap between traditional didactic teaching and the clinical environment.

41 trophotometers has acted as a barrier on the teaching and use of the technique.

42 evaluated the effectiveness of this style of teaching and whether it had contributed to the formation

43 bes variation in the transmission practices (teaching) and acquisition strategies (imitation) that su

44 were major teaching, 894 (19.9%) were minor teaching, and 3339 (74.3%) were nonteaching hospitals.

45 rception of care quality, time available for teaching, and length of stay when the patient to intensi

46 rspectives, from thoughts on our profession, teaching, and methods to critical areas of substantive r

47 tch the intimate tie between explanation and teaching, and point to its emotional content.

48 Enabling and impeding themes included: Teaching Approaches, Clinical/Faculty support, Informati

49 tion Model was used to explore the impact of teaching approaches.

50 d business owners in developing countries by teaching basic financial and marketing practices, yet th

51 y-based progression curriculum effective for teaching basic robotic surgery skills?

52 resident-perceived improvement in structured teaching behavior among participating faculty.

53 categorized according to cognitive (didactic teaching), behavioral (practical implementation of skill

54 Residents anonymously rated faculty teaching behaviors among whom they had recently worked i

55 ching scores in the bottom quartile improved teaching behaviors in all phases of instruction (P < 0.0

56 cy of techniques designed to enhance faculty teaching behaviors.

57 mpared with faculty perceptions of their own teaching behaviors.

58 In a teaching Brazilian hospital, a retrospective cohort of a

59 In a teaching Brazilian hospital, a retrospective cohort of a

60 ing a few faculty completely transform their teaching, but the extent to which STEM faculty are chang

61 he Paul Dudley White Award for Excellence in Teaching by the American Heart Association and the Disti

62 e in making evidence-driven changes to their teaching can reduce the inequalities induced by economic

63 ata analysis, for methods validation and for teaching coalescent methods in an interactive and visual

64 ainee perceptions of quantity and quality of teaching, compared with faculty perceptions of their own

65 for use in surgical journals, textbooks, and teaching courses ("assessment" stage of innovation).

66 d algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of

67 months) using the Briefing - Intraoperative teaching - Debriefing Assessment Tool (BIDAT; 1 = never,

68 um was based on the "briefing-intraoperative teaching-debriefing" framework.

69 e chalk talk is many things-a sales pitch, a teaching demonstration, a barrage of questions, and a de

70 hnical expertise who are motivated to expand teaching efforts and those who have low levels of baseli

71 adaptations make it difficult to predict how teaching epidemiology will look in the coming decades.

72 E in-person coaching session, which included teaching eye drop instillation techniques using a motiva

73 he use of automated external defibrillators, teaching first responders about team-based CPR (eg, auto

74 equip surgical educators with evidence-based teaching frameworks shown to promote learning in the ope

75 mission of information through imitation and teaching has been proposed as necessary for cumulative c

76 The use of 3D printing in research and teaching has significantly grown in the past years and h

77 nships between human sociality, language and teaching have likely been fundamental in the emergence o

78 er practice environments, including academic teaching hospital (12%), academic/private combination (1

79 s who underwent first OLT in a tertiary-care teaching hospital (2002-2011).

80 poor outcomes presented at Irrua Specialist Teaching Hospital (ISTH) in Edo State, Nigeria, an area

81 1-2 clinical trial conducted at a university teaching hospital enrolled 17 adults with stage IA throu

82 The primary teaching hospital for each medical school was included.

83 articipants were recruited from a university teaching hospital from May 2013 to October 2016.

84 tal of 71 CR-KP isolates were recovered in a teaching hospital from October 2014 to December 2015.

85 l study of adults hospitalized with CAP to a teaching hospital in Blantyre, Malawi.

86 matic healthcare workers (HCWs) from a large teaching hospital in Cambridge, UK, tested positive for

87 a cardiovascular outpatient department at a teaching hospital in northern Taiwan.

88 tients who underwent surgery at the 1202-bed teaching hospital in Ottawa, Ontario, Canada, and were i

89 000 paediatric patients attending a regional teaching hospital in South England.

90 ghly related isolates shared between a major teaching hospital in the East of England and 9/20 plants

91 The study was undertaken in a 676-bed teaching hospital in the Midwestern U.S.

92 We performed a before-after analysis in a teaching hospital in the Netherlands.

93 dical and one rehabilitation ward in a large teaching hospital in the United Kingdom.

94 All surgeries were performed in a public teaching hospital setting, Auckland, New Zealand, in ear

95 procedures to experienced surgeons in public teaching hospital setting.

96 phacoemulsification complications in public teaching hospital settings.

97 zations for US Medicare beneficiaries, major teaching hospital status was associated with lower morta

98 /=65 years, female sex, large hospital size, teaching hospital status, known coronary artery disease,

99 t volume, percentage of Medicaid discharges, teaching hospital status, number of beds, percentage of

100 at an urban level 1 Trauma Public Safety Net Teaching Hospital to preassign 1 SICU bed for the next t

101 r symptomatic and asymptomatic staff at a UK teaching hospital using naso-/oro-pharyngeal PCR testing

102 acute medical and surgical teams at a London teaching hospital was conducted (August 2015-May 2017).

103 ember 2015 and February 2017 at a university teaching hospital were consecutively reviewed.

104 y studies at a private Australian university teaching hospital were recruited.

105 hildren admitted to the Edward Francis Small Teaching Hospital with suspected meningitis.

106 ng 'facilitated passive cooling' at Korle Bu Teaching Hospital, Accra, Ghana.

107 fever patients diagnosed at Irrua Specialist Teaching Hospital, Edo State, Nigeria.

108 At this Swiss teaching hospital, internal medicine residents spent mor

109 n the University Medical Unit, Colombo North Teaching Hospital, Ragama, Sri Lanka from April 2014-Apr

110 he FOBT for patients admitted to a community teaching hospital.

111 s were screened for SARS-CoV-2 in a large UK teaching hospital.

112 rom November 2014 to July 2016 in an 827-bed teaching hospital.

113 tients admitted to four ICUs in a large U.K. teaching hospital.

114 surgery on intraoperative complications in a teaching hospital.

115 Teaching hospital.

116 es were taken in the Critical Care Unit at a teaching hospital.

117 spected PBM admitted to the Sylvanus Olympio Teaching Hospital.

118 Hospital teaching status: major teaching hospitals (members of the Council of Teaching H

119 sed in university hospitals (n = 9) or large teaching hospitals (n = 3).

120 of the Council of Teaching Hospitals), minor teaching hospitals (other hospitals with medical school

121 A study of Medicare patients at 340 teaching hospitals (resident-to-bed ratios >= 0.25) and

122 tured interviews with 30 surgical leaders at teaching hospitals affiliated with health systems from A

123 e absolute mortality benefit of treatment at teaching hospitals also increased, though accompanied by

124 treatment with imatinib at six institutions (teaching hospitals and district hospitals) in southeast

125 iteria in children with LRTIs at three Dutch teaching hospitals and in age-matched, sex-matched, and

126 t statistically different between very major teaching hospitals and nonteaching hospitals for AAA rep

127 an episode of surgical care were similar at teaching hospitals and nonteaching hospitals for three c

128 P < .001) mortality difference between major teaching hospitals and nonteaching hospitals.

129 nt ophthalmologic evaluation at 2 university teaching hospitals and SD-OCT imaging in at least 1 eye.

130 Major teaching hospitals appear to return good value for the e

131 In Canada, teaching hospitals are mainly cardiac referral centers t

132 a geriatric assessment in one of two French teaching hospitals between 2007 and 2012.

133 to publicly insured patients (1.2; 1.1-1.4), teaching hospitals compared to non-teaching ones (1.5; 1

134 Overall, teaching hospitals consistently showed greater improveme

135 stently showed greater improvements than non-teaching hospitals for both hospital-level (safe patient

136 hospital size, 187 large (>/=400 beds) major teaching hospitals had lower adjusted overall 30-day mor

137 mong small (</=99 beds) hospitals, 187 minor teaching hospitals had lower overall 30-day mortality re

138 Teaching hospitals have been shown to often have better

139 was done in eight academic hospitals and 34 teaching hospitals in Belgium, Italy, and the Netherland

140 dy in outpatient hepatology clinics at three teaching hospitals in Ghana, West Africa.

141 years) with CAP hospitalised at 2 university teaching hospitals in Nottingham, England, from Septembe

142 ed for AMI in the emergency departments of 2 teaching hospitals in the Henry Ford Health System (Detr

143 18.9; 95% CI, 14.0-25.5; p < 0.01) and large teaching hospitals in the highest quartile of occupancy

144 Medical ICU of two large teaching hospitals in the Netherlands.

145 s method in a multicenter study including 16 teaching hospitals in the United States (n = 13) and Eur

146 Three tertiary teaching hospitals located in China, including one child

147 Teaching hospitals may be at a disadvantage given the pe

148 ospitals, but cost and value associated with teaching hospitals remains unclear.

149 In GS, mortality was 4.62% in teaching hospitals versus 5.57%, (a difference of -0.95%

150 analyzed contemporary data on outcomes at US teaching hospitals vs nonteaching hospitals.

151 pattern of lower overall 30-day mortality at teaching hospitals was observed for medium-sized (100-39

152 Patients with OHCA treated at teaching hospitals were more likely to survive to 30 day

153 al intensive care units (ICUs) from 2 London teaching hospitals were used to illustrate the methodolo

154 en <5 years of age presenting at the 2 major teaching hospitals with clinical signs of meningitis.

155 eaching hospitals (members of the Council of Teaching Hospitals), minor teaching hospitals (other hos

156 nadjusted 30-day mortality was 8.1% at major teaching hospitals, 9.2% at minor teaching hospitals, an

157 % at major teaching hospitals, 9.2% at minor teaching hospitals, and 9.6% at nonteaching hospitals, w

158 Larger hospitals, teaching hospitals, and high PCI volume hospitals had hi

159 re more likely to survive if they present to teaching hospitals.

160 Thirteen ICUs at four teaching hospitals.

161 A few patients (19.2%) sought care at teaching hospitals.

162 ng environments, though costs were higher at teaching hospitals.

163 , so that new instructors can focus on their teaching; (ii) institutions must provide incentives to i

164 oriented toward the social dimension (e.g., teaching, imitation, theory of mind, metacognition), the

165 ermore, our observations support the idea of teaching in both species being more frequent for difficu

166 nteractions showed many similar instances of teaching in both species, with more variability in human

167 Most respondents rated overall quality of teaching in fellowship as either "good" (37%) or "excell

168 yter notebooks in an educational setting for teaching in the bio/health informatics disciplines.

169 bases to identify all studies that discussed teaching in the operating room for trainees at the resid

170 Teaching in the video-based coaching sessions was more r

171 could be useful for future research and for teaching insect anatomy to students and the public in ge

172 y took place at a tertiary care postgraduate teaching institute.

173 one laparoscopic gastrectomy for cancer at 3 teaching institutions between 2009 and 2015.

174 hospitals were categorized into quintiles of teaching intensity (very major, major, minor, very minor

175 o evaluate the relationship between hospital teaching intensity, Medicare payments, and perioperative

176 udy was to determine if a clinician-centered teaching intervention and automatic reminders increased

177 We aimed to assess whether a teaching intervention enabled residents to effectively c

178 , second year residents were randomized to a teaching intervention targeting cognitive skills needed

179 A short targeted teaching intervention was effective in significantly imp

180 Conventionally, simulation-based teaching involves reflection on recalled events (recall-

181 However, that common clinical teaching is based largely on biased and incomplete data.

182 The face-to-face teaching is used to focus on the application of the stud

183 e microelectronics are becoming prevalent in teaching laboratories however these useful and economic

184 ty may gain wider use in research and, even, teaching laboratories, which we substantiated using the

185 ulty to include any active learning in their teaching may retain and more effectively educate far mor

186 Contrary to traditional teaching, medial rectus muscle surgery does not induce a

187 Contrary to traditional teaching, medial rectus muscle surgery was not more like

188 balance between work and family, science and teaching, mentorship and administration, and personal va

189 ent to which STEM faculty are changing their teaching methods is unclear.

190 Her practical comments describe the joy of teaching methods, running a lab, and being a solo female

191 S members with expertise in developing MIGS, teaching MIGS, performing research on use and outcomes o

192 We discuss classroom and online teaching modalities in terms of challenges and advantage

193 In 2016, nurses in large, teaching, non-profit, and rural hospitals reported sligh

194 Positive changes appear to be greater among teaching, non-profit, and rural hospitals.

195 of visual arts, which is reputed to excel in teaching observation and descriptive abilities, can be s

196 While in humans, teaching occurred both vertically and obliquely, only th

197 Consistent with theoretical models, teaching occurs for skills/knowledge that cannot be tran

198 We discuss changes in the teaching of epidemiology that are currently unfolding.

199 e lecture-based method in the assessment and teaching of fundoscopic examination in neurology residen

200 onal lecture-based method for assessment and teaching of fundoscopy to neurology residents.

201 sion of medical ethics but also a systematic teaching of such ethics to students in Nazi Germany.

202 All participants underwent simulation-based teaching of technical and nontechnical airway skills inv

203 Traditionally, assessment and teaching of this key clinical examination technique have

204 and science can neither prove nor refute the teaching of those religions that consider the zygote to

205 health care practices based on the church's teachings on their websites.

206 1.1-1.4), teaching hospitals compared to non-teaching ones (1.5; 1.2-1.8), and the West compared to t

207 ns with extensive experience in managing and teaching others to care for patients with pancreatic nec

208 ts with extensive experience in managing and teaching others to treat patients with non-variceal uppe

209 social versus asocial learning, cooperation, teaching, overimitation) in a field that has so far been

210 We present a student-centered approach to teaching parasitology, which diminishes the power of the

211 No recognized standards exist for teaching patients and their caregivers ventricular assis

212 inee ratings of their faculty intraoperative teaching performance.

213 his personal account examines the underlying teaching philosophies that transformed organic chemistry

214 Second, intentional teaching plays a greater role in CTC evolution than ackn

215 Teaching points made in the operating room were compared

216 Among 10 cases, surgeons made more teaching points per unit time (63.0 vs 102.7 per hour) w

217 e to direct their education (27% [198 of 729 teaching points] vs 17% [331 of 1977 teaching points], P

218 of 729 teaching points] vs 17% [331 of 1977 teaching points], P < .001).

219 new trainers must be prepared with effective teaching practices for delivering short hands-on trainin

220 es revealing that faculty who use innovative teaching practices preferentially talk to each other, su

221 culty to share their knowledge of innovative teaching practices with other faculty in their home depa

222 From tool use to teaching, proto-forms of 'human traits' are being discov

223 ted the existing institutional VAD self-care teaching protocol.

224 approach is combined with a flipped style of teaching providing access to online content in our Virtu

225 areers, we use differences across schools in teaching resources dedicated to math and reading as exog

226 among EGS patients who are treated at large, teaching, safety-net hospitals.

227 Each group participated in three teaching scenarios, via high-fidelity simulation or via

228 Faculty with baseline teaching scores in the bottom quartile improved teaching

229 Teaching scores over the same period did not change amon

230 ts and those who have low levels of baseline teaching scores.

231 ng, general practitioners (GPs) were given a teaching session on viral hepatitis and were asked to te

232 ple was chosen at random to develop the LDF (teaching set: 34 healthy subjects and 34 POAG patients)

233 and actual value of a stimulus, providing a teaching signal for a reward prediction process.

234 t to the basal amygdala contribute to such a teaching signal for plasticity, thereby facilitating the

235 inferior olive reduces the magnitude of the teaching signal in climbing fibers and limits learning.

236 te gyrus (DG) is widely thought to provide a teaching signal that enables hippocampal encoding of mem

237 of the unconditioned stimulus must act as a teaching signal to instruct plasticity of the conditione

238 out action and action outcome, and provide a teaching signal to striatal spiny projection neurons in

239 area, which is consistent with an aversive "teaching signal" role for the RMTg during encoding of th

240 However, the nature of the teaching signal(s) that drive plasticity in the amygdala

241 or how dopamine neurons factor it into their teaching signal.

242 ons, in addition to encoding a post-decision teaching signal.

243 mework through which the tutor can build its teaching signal.

244 results show that dopamine responses convey teaching signals that are also appropriate for perceptua

245 ggest a pivotal role for the VP in computing teaching signals that influence adaptive reward seeking.

246 tment, at least some of which provide reward teaching signals, can be clustered into 5 anatomical sub

247 of dopamine neurons provide highly specific teaching signals, opening new possibilities for how this

248 wards, and the neural encoding of associated teaching signals.

249 ormance topics: technical, nontechnical, and teaching skills.

250 advantage of the eBioKit over other existing teaching solutions is that all the required software and

251 intraoperative teaching agree that effective teaching spans 3 phases that take place before, during,

252 skills (60%) than technical skills (32%) or teaching-specific skills (8%).

253 need for raised awareness among parents and teaching staff regarding vision problems in children.

254 To determine the association between teaching status and 30-day survival, logistic regression

255 ted analyses accounting for the influence of teaching status and severity of patient case-mix both ac

256 type, specimen collection time, and hospital teaching status influenced TTR.

257 High volume (>7 cases) and teaching status of destination hospitals (both P < 0.001

258 Hospital teaching status was associated with a significantly high

259 urthermore, the effects of hospital size and teaching status were modified by occupancy: the greatest

260 by hospital size, geographic area, hospital teaching status, and ownership (for-profit, non-profit,

261 as well as across region, safety net status, teaching status, and proportion of patients who are nonw

262 xplained by variations in insurance, income, teaching status, hospital EGS volume, and a hospital's p

263 We described the number of beds, teaching status, ownership, intensive care occupancy, an

264 and compared rates across region, ownership, teaching status, sepsis volume, hospital size, and propo

265 ries, whereas variations in insurance/income/teaching status/EGS volume/proportion of minority patien

266 Hospital teaching status: major teaching hospitals (members of th

267 indicating that DART can be used to compare teaching strategies in different types of courses.

268 dent in the operating room; flexible faculty teaching strategies; context-specific variables; leaders

269 Can teaching students about brain plasticity improve their g

270 factors underlying belief and action, and by teaching students how to think about the biggest problem

271 orative data analysis toolbox and a hands-on teaching style.

272 Though traditional teaching suggested that inherited cases accounted for on

273 ions with respect to initiator, content, and teaching technique, adjusting for time.

274 ristics and themes related to intraoperative teaching that will better inform interventions and asses

275 onally satisfied consequentialist motives by teaching the transgressor a lesson.

276 biology education, yet outdated methods for teaching the tree of life (TOL), as implied by textbook

277 ism, mPFC activity prevents interference by "teaching" the hippocampus to retrieve distinct represent

278 5) examined interventions for intraoperative teaching, these studies demonstrate the efficacy of tech

279 recent focus in patient safety and quality, teaching this procedure via simulation is a safe way of

280 ean that we have a responsibility to pass on teachings to future generations.

281 Posted December 8, 2017.Click HERE to access Teaching Tool Components.

282 ed.(Posted July 6, 2020)Click HERE to access Teaching Tool ComponentsRECOMMENDED CITATION STYLE:Pozo,

283 sted September xx, 2019)Click HERE to access Teaching Tool ComponentsRECOMMENDED CITATION STYLE:Roede

284 We developed a web-based teaching tool for endoscopic recognition of BORN that is

285 We aimed to develop a web-based teaching tool for improving detection and delineation of

286 ance of the EML, which can be both a helpful teaching tool in an ever-expanding world of medicines an

287 In this Teaching Tool, we have focused on interactions between p

288 osted December 10, 2019)Click HERE to access Teaching Tools ComponentsRECOMMENDED CITATION STYLE:Feng

289 Teaching Tools in Plant Biology.

290 Teaching Tools in Plant Biology: Lecture Notes.

291 rvey or other educational data obtained from teaching, training or evaluation.

292 erts') and consequentialist motives (such as teaching transgressors that their behaviour is inappropr

293 Midwest, 28.8%; and West, 27.7%; p < 0.001), teaching versus nonteaching status (31.1% vs 29.0%; p <

294 e pattern persisted (8.3% mortality at major teaching vs 9.2% at minor teaching and 9.5% at nonteachi

295 k-adjusted outcomes for patients admitted to teaching vs nonteaching hospitals across a broad range o

296 Our findings demonstrated that this style of teaching was preferred by our students to a more traditi

297 ing the intimate tie between explanation and teaching, we also point to the emotional impact of under

298 Sim2 was a case encountered during teaching, whereas Sim3 was novel.

299 Most hospitals (83%) identified as teaching with median licensed ICU beds of 70.

300 rolled trial, de novo SOTR received standard teaching with or without postdischarge computer-based ed