ライフサイエンスコーパス: curricula

1 al skills be an important component of these curricula.

2 o make ongoing changes to their staffing and curricula.

3 hing of science at all levels in educational curricula.

4 be effectively inserted into medical school curricula.

5 l educators often encounter the need for new curricula.

6 residents' development and enhance residency curricula.

7 n order to use insects successfully in their curricula.

8 an rights issues in their required bioethics curricula.

9 hysical education (PE), and classroom health curricula.

10 tion in research is poor for 1-yr fellowship curricula.

11 d their integration in postgraduate surgical curricula.

12 and at 47 (45%) it was integrated into other curricula.

13 ing tutoring, and classroom social-emotional curricula.

14 e underprepared for demanding primary school curricula.

15 iversal, middle school-based drug prevention curricula.

16 may serve as a basis for improving training curricula.

17 echnical components in postgraduate surgical curricula.

18 ement are not included in most critical care curricula.

19 n Resident Education and School for Surgeons curricula.

20 clinical practice and dermatology residency curricula.

21 versities start to incorporate it into their curricula.

22 debates to prioritize mathematics in school curricula.

23 y consolidation and organization into formal curricula.

24 to enhance learning: teachers, schools, and curricula.

25 quality improvement efforts, and educational curricula.

26 methods influence the effectiveness of such curricula.

27 topics not traditionally included in dental curricula.

28 The Task Force recommends that a curricula address 3 areas of racial and ethnic health di

29 Scientifically developed device-specific curricula aim to maximize the yield of laboratory-based

30 ans that the content and delivery of medical curricula also have to change.

31 ve incorporated new subject areas into their curricula, although time devoted to these areas varies a

32 entify performance gaps, enhance educational curricula and assess core competencies.

33 physician practice and dermatology residency curricula and can serve as a tool for enhanced continuin

34 ow a global trend towards standardisation of curricula and competency-based training.

35 al competence, relative to standard academic curricula and existing prevention programs.

36 of faculty and an opportunity to standardize curricula and financing of programs.

37 ss-sectional nature of the survey, as school curricula and industry interaction policies may have cha

38 e three areas should form the foundation for curricula and programs designed to train health care pro

39 hrology community, such that its presence in curricula and research by this group is lacking.

40 rating character-skills training into school curricula and social services.

41 ommittee (2006) to review residency training curricula and study new pathways to certification as a C

42 implications for the development of science curricula and theories of motivation.

43 d flexible in designing integrated education curricula and training programs for future students, cli

44 e for change in medical school and residency curricula and who can serve as role models for incorpora

45 nity information effort, for example, school curricula, and again when they signed their donor card,

46 ainees, determining the effectiveness of EBP curricula, and assessing EBP behaviors with objective ou

47 focus groups, extensive review of available curricula, and collection of information about career op

48 d to create more effective teaching methods, curricula, and educational policy.

49 c educators, including conferences, courses, curricula, and online resources, result in better-traine

50 ical tools to develop new materials, rethink curricula, and teach more effectively, benefiting studen

51 velopments in medical undergraduate training curricula, and the specific benefits that can be provide

52 e incorporating new subject areas into their curricula, and the use of standardized methods of assess

53 Most published QI curricula apply sound adult learning principles and demo

54 al agendas for interdisciplinary end-of-life curricula are being developed across the United States.

55 s they can play in eliminating them, but few curricula are focused on understanding and addressing ra

56 l, middle school-based drug abuse prevention curricula are the most useful indicators of whether such

57 omized controlled trials using undergraduate curricula at 2 locations: Newcastle and London, UK.

58 rs of universal school-based drug prevention curricula available for dissemination in the United Stat

59 formal undergraduate critical care didactic curricula averaging 12 +/- 3 hrs: 60% were elective, 60%

60 s that critical care rotations with didactic curricula be required for undergraduate education and th

61 As medical school curricula become progressively integrated, a need exists

62 ters, hands-on activities, lesson plans, and curricula, build on this series for use in a variety of

63 omise to enhance existing pediatric training curricula by increasing skills and expertise in resuscit

64 ine practice, we must first reform education curricula by integrating both population and molecular b

65 Disease-oriented, introductory medical curricula can help overcome educational and institutiona

66 Currently described VR curricula consist of trainees practicing the same tasks

67 Inclusion of all 6 tobacco curricula content areas recommended by the National Canc

68 ses in four general areas: surgical training curricula, continuing medical education, learning curve,

69 specific recommendations and guidelines for curricula focusing on health disparities.

70 review of the effectiveness of published QI curricula for clinicians and to determine whether teachi

71 ty of programs do not use formal educational curricula for CMR and vascular imaging.

72 Web site review of medical school curricula for critical care education was performed.

73 plement, evaluate, and disseminate nutrition curricula for medical students, residents, and physician

74 the development and enhancement of nutrition curricula for medical students, residents, and practicin

75 diac or hemodynamic critical care ultrasound curricula for physicians.

76 t education materials, and presentations and curricula for professional education.

77 portance of an interdisciplinary end-of-life curricula for the intensive care unit is now recognized.

78 ifications aimed at introducing primary care curricula for training of internal medicine subspecialis

79 In addition, curricula frequently overlook the importance of social f

80 Only 63% of 1-yr curricula from Anesthesiology and Medicine provide a req

81 nts of existing smoking prevention/cessation curricula from successful school-based interventions and

82 The amount of neuroscience in residency curricula has increased significantly over the past 5 ye

83 Although several new simulators and curricula have become available, their optimization and

84 Currently, no curricula have been described or validated for advanced

85 Several simulation-based curricula have been developed by national organizations

86 Cross-cultural curricula have been developed to address these issues bu

87 hese skills have been taught through varying curricula; however, no consensus on the optimal curricul

88 nsist of elements of the informal and hidden curricula in medical schools.

89 feasibility of implementing simulation-based curricula in residency training programs, rather then ha

90 on of best practices and existing simulation curricula in surgery, effective implementation strategie

91 mendations for the development of future CME curricula in the areas of nutrition and obesity.

92 New curricula in the study of the ethical, legal and social

93 aculty resistance to changing medical school curricula is a major barrier to overcome in the effort t

94 skills, their integration into comprehensive curricula is lacking.

95 ajor challenge in undergraduate life science curricula is the continual evaluation and development of

96 o increase the neuroscience content of their curricula, it remains unclear how this added training wi

97 ed, particularly when compared with surgical curricula like the Advanced Trauma Life Support (ATLS) c

98 and assessment practice tools, and evaluate curricula, materials, and teaching tools.

99 goal, ecology, engineering and microbiology curricula need to be changed from the very root to bette

100 Continuing education programs and basic curricula need to incorporate the expanding body of know

101 ne significant changes in development of new curricula, new pedagogies, and new forms of assessment s

102 f the importance of including science in the curricula of all college and university students.

103 ncorporation of nutrition education into the curricula of medical schools and residency programs.

104 y by integrating relevant education into the curricula of medical, graduate, and postgraduate trainin

105 ic and hospital settings and included in the curricula of some countries.

106 en fully integrated into many medical school curricula or adequately evaluated with large-scale contr

107 veness of school-based drug abuse prevention curricula overall.

108 conceptual models, techniques, and potential curricula provides evidence for the development of an ap

109 on of simulation training into comprehensive curricula remains a major challenge in modern surgical e

110 tics of the training program environment and curricula, research productivity of trainees, and the ca

111 Nursing curricula should be further attuned to the complex compe

112 pment mentoring; and (3) implementing formal curricula similar to Ph.D. programs.

113 ion throughout all 4 years of medical school curricula, specific training in smokeless tobacco interv

114 Our data reinforce the need for modified curricula, systems, and teacher development to reduce in

115 Many curricula take a categorical and potentially stereotypic

116 he individualized deliberate practice, where curricula tasks vary depending on prior levels of techni

117 ves that address changes in education goals, curricula, teacher training, and assessment.

118 A model core tobacco curricula that meets national recommendations should be

119 ce major challenges in developing case-based curricula that prepare learners for the 21st century.

120 specific ICO initiatives, including the ICO curricula, the "Teaching the Teachers" program, and the

121 ted participatory genomic testing into their curricula to engage students in experiential learning, a

122 hould be formally incorporated into training curricula to enhance patient safety in the high-risk sur

123 re effective biostatistics training in their curricula to successfully prepare residents for this imp

124 wships to exchange ideas, formulate training curricula; to establish uniform application and selectio

125 All curricula used a combination of didactic and hands-on co

126 Communications curricula using an established educational model signifi

127 neering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty r

128 Access to two online curricula was offered to 75 surgical faculty and trainee

129 Before transforming curricula, we must first obtain a comprehensive understa

130 Comprehensive communications curricula were developed at each school using an establi

131 articles, 6 RCTs of 4 distinct school-based curricula were identified for inclusion.

132 At 55 (53%) schools, the curricula were organized in a single block or course and

133 The medical school curricula were primarily a mix of problem-based learning

134 Both online curricula were rated favorably, with no statistically si

135 ducation and School for Surgeons educational curricula were well received by respondents in low- and

136 sment Program; others-including ASN's online curricula-were used less often.

137 plement, evaluate, and disseminate nutrition curricula with and without funding.