ライフサイエンスコーパス: curriculum

1 ry lectures on ethics as part of the medical curriculum.

2 schedule, combined with structured sign-out curriculum.

3 tegrate blended learning techniques in their curriculum.

4 determined suitability for inclusion in the curriculum.

5 rated educational activities into the school curriculum.

6 to occupy only a small place in the overall curriculum.

7 raining on an evidence-based virtual reality curriculum.

8 g of K-12 (kindergarten through high school) curriculum.

9 cational progress, and evaluating a surgical curriculum.

10 ics instruction, and proposes a new genetics curriculum.

11 active addition to the undergraduate biology curriculum.

12 Cancer Organization, and followed a standard curriculum.

13 s to incorporate nutrition into the existing curriculum.

14 utrition education within the medical school curriculum.

15 tial of lab-based interdisciplinary graduate curriculum.

16 successful integration of nutrition into the curriculum.

17 ll be in a position to enhance their medical curriculum.

18 the MNC as an important part of the required curriculum.

19 r implementation of both formats of the GENA curriculum.

20 d be effectively integrated into the medical curriculum.

21 of benefit to educators who develop advocacy curriculum.

22 or in a specialized course elsewhere in the curriculum.

23 st imaging has improved in terms of time and curriculum.

24 using a defined robotic surgical educational curriculum.

25 ays to incorporate their use into the modern curriculum.

26 ting, and 3) perceptions about the nutrition curriculum.

27 equires drastic changes in the undergraduate curriculum.

28 rom a wide variety of sources for use in the curriculum.

29 chools do not have an identifiable nutrition curriculum.

30 ugh participation in an integrated nutrition curriculum.

31 , and on the very design and delivery of the curriculum.

32 ol classes that received 1, 2, or 3 y of the curriculum.

33 t barriers to full implementation of the new curriculum.

34 roach to the inclusion of nutrition in a 4-y curriculum.

35 nutrition education into the medical school curriculum.

36 w medical schools have an adequate nutrition curriculum.

37 inually reassess where nutrition fits in the curriculum.

38 in recognition of completion of the Pathways curriculum.

39 ed for remediation within the medical school curriculum.

40 ning or additional NTS training in a 2-month curriculum.

41 ted that ODT should be part of undergraduate curriculum.

42 ality (VR) laparoscopic cholecystectomy (LC) curriculum.

43 nd collaboratively develop a formal surgical curriculum.

44 d the need for a change in undergraduate ODT curriculum.

45 titative skills in the undergraduate biology curriculum.

46 ophthalmic training into the medical school curriculum.

47 cal education in the standard medical school curriculum.

48 ophthalmic training into the medical school curriculum.

49 the control arm received the standard school curriculum.

50 pment to effectively engage this new type of curriculum.

51 quirements culminating in a competency-based curriculum; 2) the development of novel learning paradig

52 ificant learning curves were included in the curriculum: 3 abstract tasks, 4 part-procedural tasks, a

53 hours of required instruction in the medical curriculum (35 compared with 75 h).

54 tly improved after the implementation of the curriculum (41.7 +/- 0.9% compared with 50.6 +/- 1.1%) a

55 und the country, includes a health-promotion curriculum, a physical education program, a school meal

56 and implementation of a case-based nutrition curriculum across the 4-y medical school experience.

57 , there were few perceived hurdles to future curriculum adoption.

58 A national multidimensional curriculum, along with objective assessment tools, has b

59 plines are re-evaluating their undergraduate curriculum amid changing student attitudes towards educa

60 Strategies and techniques such as curriculum analysis, computer-aided instruction modules,

61 strabismus subspecialization when designing curriculum and accreditation requirements.

62 Virtual reality, cognitive curriculum and animation video programs can be helpful i

63 may be useful as part of a residency skills curriculum and as a means of procedural skills testing.

64 ards the introduction of a specific training curriculum and assessment process to ensure competent rh

65 ention to align their activities (blueprint, curriculum and centre visitation) with the UEMS Section

66 idence for the development of an appropriate curriculum and CST approach.

67 Our objective was to evaluate changes in curriculum and culture within a research non-intensive d

68 adaptation of the intervention to the local curriculum and culture.

69 mportance of nutrition in the medical school curriculum and encourages further integration.

70 Program intervention or the usual curriculum and followed for 3 years.

71 or more ethics education both in the general curriculum and in the genetics classroom than is current

72 eractive distance learning computer training curriculum and individualized distance consultation.

73 n progress." This manuscript suggests a core curriculum and necessary training elements for intensivi

74 Our novel curriculum and nonelective hepatology rotation has effec

75 hasis was placed on developing an integrated curriculum and on using innovative methods to incorporat

76 tion process of the intervention; detail the curriculum and physical education components of the inte

77 With the move to a more integrated curriculum and problem-based learning at many medical sc

78 prove K-12 science education has ranged from curriculum and professional development of teachers to t

79 Curriculum and role modeling adjustments are necessary t

80 d hours in the first and second years of the curriculum and the number of scheduled hours per week ha

81 he many "fronts" of the integrated nutrition curriculum and to continue networking and program implem

82 Directors in Surgery (APDS) surgical skills curriculum and to provide a critical appraisal of the in

83 Association for the Study of Liver Diseases Curriculum and Training-First Hepatitis B and C curricul

84 fidence and certainty as part of the "hidden curriculum" and several sociocultural mechanisms regulat

85 integrating evolution throughout the biology curriculum, and incorporating molecular biology and mole

86 may be applied to developing EBR within the curriculum, and to give several models that have been sh

87 each and providing time and structure in the curriculum are also major obstacles to be overcome.

88 Various changes to the curriculum are needed to equip trainees for self-directe

89 pediatric rheumatologists' involvement in 4 curriculum areas relevant to pediatric rheumatology is n

90 ng, appraising, and adapt-ing an established curriculum as an alternative to developing a new one.

91 e, universal delivery) as part of the school curriculum as nine, 60 min weekly sessions.

92 ed in ID, >52% rated their ID medical school curriculum as very good and influential on their interes

93 riculum and Training-First Hepatitis B and C curriculums as well as in LiverLearning.

94 Themes included the student body, faculty, curriculum, assessment and examinations, technology, and

95 Educators continue to focus on curriculum, assessment, and complications.

96 ical/Faculty support, Information Provision, Curriculum Balance and Data.

97 knowledge in advanced research topics where curriculum-based education is yet to be developed.

98 "friends" in isiZulu), is a locally derived, curriculum-based support group focused on coping with lo

99 trauma patients, call for a revision in the curriculum beyond the documentation of participation in

100 aints, we instituted a unique 2-month intern curriculum (boot camp) incorporating knowledge-based, ex

101 eeks and 6 months after participation in the curriculum by parent and teacher reports (Achenbach Chil

102 r Genetics and Cancer Predisposition Testing curriculum by the ASCO Cancer Genetics Working Group, th

103 cology, and access to industry needs so that curriculum can be initiated to educate the industrial ec

104 as a theme throughout the 4-y medical school curriculum can pull together many hours of nutrition inf

105 linical training, and a standardized physics curriculum closely linked to the initial certification e

106 The Curriculum Committee of the Nutrition Academic Award (NA

107 the types of physicians involved in teaching curriculum components related to pediatric rheumatology.

108 umatologists to address rheumatology-related curriculum components.

109 The curriculum consisted of proficiency-based psychomotor tr

110 a 13-hour longitudinal residents-as-teachers curriculum consistently showed improved teaching skills,

111 A curriculum consisting of preoperative training, intraope

112 The curriculum consists of five thematic units taught in fou

113 ble software tools developed by the BioQUEST Curriculum Consortium to help students learn how to inte

114 Curriculum content is derived from the American Society

115 ve care medicine training, teaching methods, curriculum content, assessment, and hours of student con

116 Medical Education (who chaired the team), a curriculum coordinator, faculty representatives, and a m

117 unications through which a medical nutrition curriculum could be discussed; however, existing formats

118 linkages with other elements of the existing curriculum creates the opportunity to add nutrition cont

119 survey to microbiology course directors and curriculum deans at 142 US medical schools accredited by

120 A simulation-based ML curriculum decreased operative time, improved trainee pe

121 lassroom nap opportunities due to increasing curriculum demands.

122 on the concepts of effective adult learning, curriculum design, and optimization of presentation skil

123 es and program directors for the purposes of curriculum design, review, and trainee assessment.

124 Few fellowship programs have developed a curriculum designed to teach palliative care precepts to

125 loped and implemented a successful nutrition curriculum, despite national trends.

126 rticle describes the comprehensive nutrition curriculum developed at the University of Colorado Schoo

127 f tools that are currently being taught in a curriculum developed at the University of Texas, based o

128 iterature regarding critical care ultrasound curriculum development and evaluation.

129 use these methods was defining competencies, curriculum development and renewal, and assessment.

130 Curriculum development included focus groups, extensive

131 Several recent papers address curriculum development, which may be of interest to cata

132 This curriculum does not segregate portable handheld surface

133 ment systems can be developed that integrate curriculum-embedded, benchmark, and summative assessment

134 A core curriculum embraces CST modules in breaking bad news and

135 HVC education are experiential learning and curriculum, environment and culture, clinical support, r

136 ng is complicated by the fact that no formal curriculum exists for training in research and oversight

137 ership positions; mentoring; modernizing the curriculum; experiential learning; and the need for bett

138 ch evolution through building a postdoctoral Curriculum Fellows Program that provides a collaborative

139 ecember 2004) because of its position in the curriculum (first year), special content and methods, an

140 The evaluation of the curriculum focused on 3 areas: 1) hours of nutrition ins

141 The curriculum focused on principles of HIV care and health

142 ed subjects (n = 10) completed a VR training curriculum followed by 3 porcine LCs each.

143 used critical care echocardiography training curriculum followed by performing 20 transthoracic echoc

144 force health behaviors being promoted by the curriculum, food service, and physical activity componen

145 evelop and validate an ex vivo comprehensive curriculum for a basic laparoscopic procedure.

146 ny recent studies that expand the simulation curriculum for anesthesia education.

147 f a structured virtual reality (VR) training curriculum for colonoscopy using high-fidelity simulatio

148 We developed and evaluated a curriculum for continuing medical education for pediatri

149 ted a focused transthoracic echocardiography curriculum for critical care medicine fellows participat

150 ghtfully introduced into a surgical training curriculum for it to successfully improve surgical techn

151 cipation in a comprehensive ex vivo training curriculum for laparoscopic colorectal surgery results i

152 sidency training or a comprehensive training curriculum for laparoscopic colorectal surgery.

153 Six PCPs underwent Internet Curriculum for Melanoma Early Detection (INFORMED) train

154 A competency-based training curriculum for novice laparoscopic surgeons has been def

155 per discusses a patient-based cross-cultural curriculum for residents and medical students that teach

156 Implementation of a comprehensive curriculum for surgical WRs led to significant improveme

157 A uniform curriculum for teaching nutrition to medical students ca

158 terventions, and proposes changes to nursing curriculum for the future.

159 erally sponsored initiative to develop a new curriculum for the internal medicine core clerkship.

160 e development and pretesting of the genetics curriculum for the project with the expectation that the

161 ts were required to train on a VR simulation curriculum for the same duration and skill attainment le

162 The authors have developed an effective curriculum for training teams in robotic surgery.

163 Currently, the curriculum for trauma anesthesia requires only that resi

164 nvestigate the effects of a simulation-based curriculum for ward-based care on ward round (WR) perfor

165 cessible has driven the evolution of the NIM curriculum from CD-ROM-based delivery into a more modula

166 This curriculum fulfills educational requirements, without ne

167 e increased training requirements for such a curriculum, further study is needed before the addition

168 ed by the NIH-NIDCR R25 Oral Health Research Curriculum Grant.

169 that served as the basis for production of a curriculum guide and faculty resource package.

170 uracy goals of the FLS laparoscopic suturing curriculum had limited impact on participant skill trans

171 hese data suggest that a structured surgical curriculum has advantages in teaching subspecialty surge

172 ve, stratified, benchmarked, whole-procedure curriculum has been developed for a modern high-fidelity

173 ricula; however, no consensus on the optimal curriculum has been established.

174 rams with complementary/alternative medicine curriculum has held steady at 24%.

175 al school faculty, applicants, and students; curriculum hours devoted to new multidisciplinary or non

176 -nutrition educators are challenged to share curriculum ideas and to explore ways to use technology t

177 ltiple exposures to nutrition throughout the curriculum (ie, vertical integration).

178 Hundred percent of subjects felt that the curriculum improved their practice.

179 The Lapco TT curriculum improved training performance in the short- a

180 2007 (before instituting the professionalism curriculum in 2008) and again in 2014.

181 in a national surgical resident preparatory curriculum in 2013 and 2014.

182 in a national surgical resident preparatory curriculum in 2013 and 2014.

183 whether an annual, year-long professionalism curriculum in a large surgical residency can effectively

184 -based programs that constitute a generalist curriculum in cardiology; and anesthesia simulators, whi

185 g programs and the content of medical school curriculum in geriatrics remain inadequate under the cur

186 ethics were an integral part of the medical curriculum in Germany between 1939 and 1945.

187 MICs, a clinically integrated e-learning EBM curriculum in reproductive health compared with a self-d

188 ch to incorporating laser refractive surgery curriculum in residency education.

189 ers a unique opportunity to innovate a novel curriculum in the anesthesiology residency.

190 ance reflects the value of a professionalism curriculum in the care of the patients we seek to serve.

191 A 13-hour curriculum in which residents practiced teaching and rec

192 tart Infants Growing on Healthy Trajectories curriculum included messages about infant feeding, sleep

193 The original curriculum includes 24 objectives and has been offered i

194 tandardized operating room teamwork training curriculum, including principles of communication, asser

195 to determine whether an integrated nutrition curriculum increased the performance on nutrition-orient

196 A communications curriculum instituted in 2000-2001 at 3 US medical schoo

197 With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical e

198 esigned and evaluated a game-based preschool curriculum intended to exercise children's emerging skil

199 nts and help to promote incorporation of the curriculum into more medical schools.

200 The curriculum introduces a simple, stepwise framework for d

201 The ML curriculum involved Web-based modules followed by traini

202 shift-work schedule with structured sign-out curriculum is a viable alternative to traditional work s

203 The resulting GENA curriculum is based on 24 objectives arranged into modul

204 A peer mentor training curriculum is described, and the current status of the e

205 A curriculum is emerging that utilizes a variety of simula

206 A curriculum is needed that can deliver comprehensive nutr

207 However, this part of the curriculum is not a major focus of most science departme

208 Implementation of the curriculum is ongoing.

209 A published managed care curriculum is reviewed as an educational case example.

210 Simulation-based airway management curriculum is superior to no intervention and nonsimulat

211 nings that fall into the realm of the hidden curriculum--it can symbolize caregiving hierarchies and

212 ust another topic vying for inclusion in the curriculum; it is an essential foundation for a biologic

213 Information about the features of each curriculum, its use of 9 principles of adult learning, a

214 The graduate curriculum itself is built on three primary cores: envir

215 ing teaching styles to a structured surgical curriculum led by 2 dedicated preceptors, and we evaluat

216 cond survey led to a qualitative analysis of curriculum materials submitted by 41 schools.

217 Of the 41 schools that provided curriculum materials, 27 (65.9%) addressed subordinating

218 rce limited settings, using freely available curriculum materials, existing programme structures, and

219 ssistance in the form of written and lecture curriculum materials.

220 e, duration, composition, and setting of the curriculum, means of evaluation, and outcomes.

221 The development of a new trauma curriculum must take this significant change in residenc

222 quence of courses over multiple years of the curriculum (n = 25 [27.8%]).

223 his article illustrates one way that the NAA curriculum objectives can be translated into specific co

224 A curriculum of deliberate individualized practice on a VR

225 The broad goal of a curriculum on disparities should be for learners to deve

226 Schools were randomized to receive regular curriculum or Healthy Buddies lesson plans.

227 This curriculum outlines a new approach to training intervent

228 The Prerequisite Curriculum (PRC) contains 75 segments organized with tex

229 We then assess the current efforts of curriculum reform to incorporate professionalism and the

230 common surgical conditions addressed by the curriculum relating to the Membership Examination of the

231 italize on limited equipment, personnel, and curriculum resources.

232 e implementation of the integrated nutrition curriculum resulted in a doubling of the total hours of

233 l schools (58%) were in the process of major curriculum review and change during 2000-2001.

234 Jonathan Samet (1994-2008) oversaw a major curriculum revision and expanded the Department signific

235 A proficiency based VR training curriculum shortens the learning curve on real laparosco

236 ential solution is to modernize the genetics curriculum so that it matches the science of the 21(st)

237 describe the rationale and design a dietary curriculum specifically addressing the educational requi

238 nees to a structured training and assessment curriculum (STAC) group or conventional residency traini

239 s programs (n = 7; mean MERSQI score, 11.3), curriculum structure (n = 3; mean MERSQI score, 9.5), mu

240 challenges in meeting the needs of changing curriculum structure and content.

241 and educational impact of a unique web-based curriculum system on prematriculated TS residents.

242 The Lapco TT curriculum tailors key teaching skills for laparoscopic

243 iewers selected studies for inclusion if the curriculum taught QI principles to clinicians and the ev

244 nical nutrition, and developed a preliminary curriculum template for training PNSs that can be comple

245 ational outcomes were assessed with national curriculum test results for children resident in England

246 y must be acquired within a competency-based curriculum that begins in the surgical skills laboratory

247 ma and Emergency Preparedness has designed a curriculum that can serve as a template for this importa

248 A training curriculum that concentrates on eye movement control inc

249 The results indicate that a training curriculum that concentrates on eye-movement control can

250 is dilemma is a unified introductory science curriculum that fully incorporates mathematics and quant

251 s, course directors may design an integrated curriculum that includes at least 60 minutes of instruct

252 A focused transthoracic echocardiography curriculum that includes quantitative measures of profic

253 with the ABIM to develop a competency-based curriculum that incorporates the Maintenance of Certific

254 The need for a nutrition curriculum that is more flexible and more accessible has

255 In addition to an integrated curriculum that nurtures speech, language, and literacy

256 Recent studies describe a curriculum that uses a range of simulation modalities, i

257 This article describes a new curriculum that was developed collaboratively by the All

258 be taught to aspiring surgeons as part of a curriculum thereby decreasing the learning curve associa

259 ening a Western graduate medical and nursing curriculum to HCWs in resource-limited settings is feasi

260 many opportunities within the undergraduate curriculum to help students to use, develop and apprecia

261 pic Colorectal Surgery designed the Lapco TT curriculum to improve, standardize, and benchmark the qu

262 icacy of an integrated undergraduate medical curriculum to increase the quantity of nutrition instruc

263 ped and distributed a CD-ROM-based nutrition curriculum to medical schools since 1995.

264 nto a national surgical resident preparatory curriculum to prepare senior medical students for this i

265 nto a national surgical resident preparatory curriculum to prepare senior medical students for this i

266 rograms must institute a competency-oriented curriculum to provide interns with the necessary knowled

267 ool received an 18-lesson, 6-month classroom curriculum to reduce television, videotape, and video ga

268 A multimodal curriculum to teach critical care within a maternal-feta

269 care fellows should acquire; 2) developed a curriculum to teach those skills and knowledge, includin

270 n must be integrated into the medical school curriculum to train physicians who can effectively provi

271 es little to bridge the cultural divide, the curriculum too focused on solving narrow problems (e.g.

272 At PT, curriculum-trained residents (n = 11) scored higher than

273 a simulated OR, nontechnical performance of curriculum-trained residents improved significantly from

274 This innovative curriculum utilized technology to target HCWs with limit

275 d robustly with an evidence-based structured curriculum, vary in their method of delivery, content, a

276 al are identified and cited in the text; his curriculum vitae is provided as a supplementary file wit

277 , and why richer information than a standard curriculum vitae/biosketch might provide a more accurate

278 teaching LGBT-related content in the entire curriculum was 5 hours (interquartile range [IQR], 3-8 h

279 A curriculum was developed and implemented in workshops in

280 A professionalism curriculum was developed focusing on specific resident p

281 of basic oral science education for the DDS curriculum was established at the University at Buffalo.

282 Beginning in 1990, the nutrition curriculum was initiated with the assistance of several

283 Contact hours allocated under the curriculum was less than 1 wk in the great majority.

284 16 LGBT-specific topic areas in the required curriculum was lower: at least 8 topics at 83 schools (6

285 Fellows' impression of the curriculum was positive.

286 The curriculum was pretested with Native American students,

287 The MNC and the nutrition curriculum were evaluated as part of this 3-y comprehens

288 ory Management Towards Accreditation (SLMTA) curriculum were used in 6 MOH laboratories.

289 om 7 schools were trained on an As education curriculum, whereas the remaining 7 schools without any

290 gy was also observed after completion of the curriculum, which suggests that more exposure to CLD cou

291 or the project with the expectation that the curriculum will be useful for genetics educators working

292 This dietary curriculum will establish rigorous guidelines to assess

293 making up this supplement, and the proposed curriculum will provide intensivists with a detailed roa

294 rgery and by providing a structured research curriculum with appropriate oversight.

295 e rotation; and 3) attempted to evaluate the curriculum with attitude and knowledge assessments.

296 An organized surgical curriculum with defined expectations using simulation an

297 ve benefit to patients by applying a concise curriculum with limited content.

298 on a proficiency based virtual reality (VR) curriculum with that of a traditionally trained group.

299 om CD-ROM-based delivery into a more modular curriculum with Web delivery.

300 d a formal health care policy and management curriculum, with integration into preexisting protected