ライフサイエンスコーパス: clinical skill

1 mmunication about end-of-life care is a core clinical skill.

2 able anatomic landmarks and a high degree of clinical skill.

3 paradigm in teaching and assessing hands-on clinical skills.

4 ement was noted in the observed cognitive or clinical skills.

5 rs and in faculty comfort with evaluation of clinical skills.

6 s by faculty members and residents to assess clinical skills.

7 o be an important component of a therapist's clinical skills.

8 e nutrition have not evaluated its effect on clinical skills.

9 plan for consistent application of a set of clinical skills.

10 e two groups also differed in the domains of clinical skill (3.75 for patients and 3.35 for physician

11 pediatric ICU rotation was based on bedside clinical skills (31%), communication skills (20%), and b

12 ing averages (rated out of five) by GPs were clinical skill (4.84), a previous positive experience be

13 e were the following: teaching skills (6.3), clinical skills (5.8), mentoring (5.7), academic adminis

14 Clinical skills alone are not typically sufficient for d

15 Judicious use of clinical skills alone should help reduce these risks.

16 become a major area of research for teaching clinical skills and assessing behavior as well as patien

17 raining to improve pediatric musculoskeletal clinical skills and facilitate diagnosis and referral to

18 m were associated with residents' knowledge, clinical skills, and conscientious behaviors.

19 lly ill patients requires medical knowledge, clinical skills, and nonmedical skills, or crisis resour

20 even experienced physicians require periodic clinical skill assessment and retraining.

21 FMG initiated a requirement that IMGs pass a clinical skills assessment (CSA) to achieve ECFMG certif

22 ng a novel clinical checklist for ward care (Clinical Skills Assessment for Ward Care: C-SAW-C); a no

23 The clinical skills assessment scores after the 2-month boot

24 tools, including an intern boot camp survey, clinical skills assessment scores, intern American Board

25 patients is important for performance-based clinical skills assessment.

26 , sensor-enabled breast models were used for clinical skills assessment.

27 train students in universal precautions and clinical skills before the beginning of the third-year c

28 e most crucial element of outpatient care is clinical skill, but they disagreed about the relative im

29 the simulation suite within the Kado Family Clinical Skills Center, Wayne State University School of

30 This included an assessment of clinical skills (checklist of 35 tasks), team-working sk

31 t conditions by auscultation is an important clinical skill commonly learnt by medical students.

32 trition instruction and to advance nutrition clinical skills demonstrated by medical students.

33 decision, and 16 (23%) corrected a previous clinical skill, diagnostic test, or treatment.

34 concerns that IMGs might be lacking in basic clinical skills (eg, history taking, physical examinatio

35 At clinical skills examination pretest, 12 (16%) of 76 simu

36 new US Medical Licensing Examination Step 2 Clinical Skills examination.

37 in its performance is mandated as a required clinical skill for neurology residents by the American C

38 ether VBP is seen as providing a much needed clinical skill for working with the complexity of mental

39 zed patients (SPs) evaluated each resident's clinical skills (history taking, physical examination, c

40 st, transient improvement of their perceived clinical skills in critical care procedures and manageme

41 These guidelines emphasize the importance of clinical skills in promptly diagnosing SSTIs, identifyin

42 advances in diagnostic neuroimaging that the clinical skills involved in clinical neurology (ie, hist

43 mains were compared, both groups agreed that clinical skill is most important; however, patients rank

44 rvation of residents and students performing clinical skills is essential for reliable and valid eval

45 tured clinical examination [OSCE]) to assess clinical skills is variable; 82 schools use a final thir

46 equires brain imaging as well as traditional clinical skills, is also important when it will influenc

47 present a great challenge to the wisdom and clinical skill of the physician.

48 Such assessments can be used to benchmark clinical skills of individuals and groups over time and

49 ered nine domains were identified: physician clinical skill, physician interpersonal skill, support s

50 d attention to teaching and evaluating basic clinical skills, stimulated in part by these concerns an

51 1 previously published systematic review, 3 clinical skills textbooks, and 2 experts in the field, y

52 an, and cellular levels, as well as critical clinical skills to measure multiple realms of function (

53 Despite similarities in clinical skills training and prescribing, there were gre

54 are available for the direct observation of clinical skills, validity evidence and description of ed

55 The periodontist's clinical skill was chosen by GPs as the primary factor i

56 The specialist's clinical skill was identified as the most important fact

57 The 4 most important methods of evaluating clinical skills were peer evaluation, awards, trainee ev

58 the use of standardized methods of assessing clinical skills, while variable, is generally increasing

59 for direct observation of medical trainees' clinical skills with actual patients by educational supe