ライフサイエンスコーパス: educator

1 ndependent, masked study physician and nurse educator.

2 ructured group interactions moderated by the educator.

3 ist, and a nurse or other certified diabetes educator.

4 st to practicing pediatricians and pediatric educators.

5 t to both managed care directors and medical educators.

6 nizations that have active medical nutrition educators.

7 with diabetes, but also for expert diabetes educators.

8 ignificantly larger group of researchers and educators.

9 been an important topic for policymakers and educators.

10 licy, and financial implications for medical educators.

11 to provide a coherent approach for clinical educators.

12 but also an active site for researchers and educators.

13 of critical care scientists, clinicians, and educators.

14 of critical care scientists, clinicians, and educators.

15 to a series of visits from trained physician educators.

16 se data pose important problems for surgical educators.

17 of reviews by 25 genetics professionals and educators.

18 applicable to all chromatin researchers and educators.

19 ervention session using standardized patient educators.

20 distribution of an oral HIVST from the peer educator), (2) coupon (a coupon for collection of an ora

21 g and during research, and this could afford educators a target for intervention.

22 c Educators, the ICO is providing ophthalmic educators across the globe with access to standardized b

23 nd programs that are available to ophthalmic educators across the globe.

24 ssionals, information technology developers, educators, administrators, and practitioners who receive

25 redictions generated by experienced diabetes educators after reviewing a set of historical nutritiona

26 In intervention schools, peer educators aged 16-17 years delivered three sessions of s

27 ICU, inter-rater reliability between a nurse educator and 27 RASS-trained bedside nurses in 101 patie

28 FSW peer educator groups (1 peer educator and 8 participants) were randomized to either (

29 creativity and innovative strategies used by educators and administrators in medical and dental schoo

30 e I describe challenges to medical-nutrition educators and an opportunity provided by the Association

31 It is imperative that educators and clinicians are aware that near vision is o

32 Stronger collaboration between educators and clinicians is recommended to explore the m

33 This information should be useful for educators and facilities striving to improve the quality

34 Biologists, educators and outreach specialists can interact with cel

35 Medical educators and policy makers can have the greatest impact

36 esenting this framework, I hope that medical educators and practitioners can have a deeper appreciati

37 As identified by critical care educators and practitioners, e-learning is actively bein

38 ight have important implications for medical educators and quality improvement initiatives.

39 Scientists, educators and the general public often need to know time

40 For the first time, bioinformatics educators and trainers across the globe have come togeth

41 ce to the special contributions of clinician-educators and use a variety of methods to assess these,

42 ideotape, two sessions with a trained cancer educator, and informational workbook (EDU).

43 ysicians, nurses, medical assistants, health educators, and dieticians) that addressed the outcomes o

44 They are delivered by trained educators, and monitored for quality by independent asse

45 Health care professionals, educators, and others are increasingly called upon to ad

46 assist health and social service providers, educators, and others in taking the first steps to dimin

47 Health care professionals, educators, and parents should be prepared to educate you

48 s and education of youth, parents, teachers, educators, and professionals are essential in targeting

49 It is essential that clinicians, educators, and researchers understand the methods that c

50 o the scientific community, K-12 and college educators, and the general public, without requiring kno

51 nment and private agencies, academia, health educators, and tobacco control experts) participated in

52 ass desktop and laptop usage, scientists and educators are beginning to integrate mobile devices into

53 Medical-nutrition educators are challenged to share curriculum ideas and t

54 ases and more, scientists, policymakers, and educators are confronted by organized campaigns to sprea

55 In light of these reports, educators are considering the potential for co-curricula

56 tion theory, that suggests that when medical educators are more humanistic in their training of stude

57 Research suggests that when educators are more supportive of student autonomy, stude

58 Medical educators are seeking improved measures to assess the cl

59 They regard pulmonary rehabilitation educators as valuable sources of AD education.

60 Today's physicians and medical educators, as well as those completing graduate training

61 aining group were taught by professional art educators at the Philadelphia Museum of Art, during 6 cu

62 introduction of the first computer, medical educators began looking for ways to incorporate their us

63 the topic of data integration that trainers/educators can adopt and adapt for their classroom.

64 limitations of an educational intervention, educators can design programs that may have an increased

65 general and child and adolescent psychiatric educators, candidates, and service delivery agencies.

66 y, and dietetics) and offers suggestions for educators, clinicians, researchers, and key stakeholders

67 ed education programs built on scientist and educator collaborations.

68 y development focusing on a necessary set of educator competencies.

69 ndent of the blinded observations, a surgeon educator conducted intraoperative observations, which se

70 ent role for the mental health specialist as educator, consultant, and clinician for the more severel

71 lem, and national and state policymakers and educators continue to face the challenge of finding effe

72 Educators continue to focus on curriculum, assessment, a

73 cientists, clinical trial investigators, and educators defined common priority and scientific areas d

74 The addition of a 1-hour, nurse educator-delivered teaching session at the time of hospi

75 he literature for recent work that will help educators develop programs to produce residents who are

76 A task force of surgeons and professional educators developed 10 standardized clinical case statio

77 .0%), that they had visited a diabetes nurse educator, dietician, or nutritionist for their diabetes

78 wship director and advanced practice nursing educator e-mail queries (>50) identified the use of a nu

79 d by a coalition of scientists and nutrition educators, experts with experience with dietary guidelin

80 ities of decreased faculty time and budgets, educators face major challenges in developing case-based

81 ed and inter-acted in the roles of advocate, educator, facilitator, problem solver, communicator, goa

82 Medical educators feel increasing pressure from the Accreditatio

83 in the form of a 1-hour session with a nurse educator followed by monthly telephone counseling for 6

84 p services, formal transfer agreement, nurse educator for breast-feeding, and availability of tubal l

85 ograms, formal transfer agreements, or nurse educators for breast-feeding prior to the report either

86 sing the Delphi process, experienced medical educators from the American College of Chest Physicians,

87 Peer educator-FSW groups were randomized to 1 of 3 arms: (1)

88 FSW peer educator groups (1 peer educator and 8 participants) wer

89 We randomized 960 participants in 120 peer educator groups from October 18, 2016, to November 16, 2

90 ettings, a new category of faculty-clinician-educators-has emerged.

91 implementation of new technology, nutrition educators have an opportunity to introduce nutrition and

92 Clinician-educators have concerns about their ability to be promot

93 Medical educators have had a growing sense that proficiency in p

94 Educators have recognized the need to apply evidence-bas

95 ifaceted approach that engages policymakers, educators, healthcare providers, online health informati

96 Educators in all specialties of medicine are increasingl

97 PURPOSE OF REVIEW: Educators in anesthesia residency programs across the co

98 ssion in atopic dermatitis, utility of nurse educators in atopic dermatitis, safety and efficacy of e

99 METHODS AND Trained peer educators in Kapiri Mposhi, Chirundu, and Livingstone, Z

100 Medical educators in the future must work as hard to defend the

101 Educators in the specialty of anesthesiology are facing

102 of the ICO that its programs for ophthalmic educators, including conferences, courses, curricula, an

103 stionnaires at 1 and 4 months following peer educator interventions.

104 clinical ophthalmologists, researchers, and educators involved in the design of courses for resident

105 g major changes, a key issue facing surgical educators is whether high-quality surgeons can still be

106 The number of clinician-educators joining the ranks of medical school faculties

107 n mechanical ventilation, frontline resident educators, medical education experts, and community inte

108 ne unanswered questions that researchers and educators might like to consider as a potential agenda f

109 To do so, medical educators must have access to reliable evidence on the i

110 er a brief educational session with a health educator (n = 105) or a brief educational session plus a

111 ettings makes the expanded role of clinician-educators necessary, it also presents challenges to clin

112 tence of residents in internal medicine, and educators need to be cognizant of the most appropriate a

113 Medical educators need to continue to develop, implement, evalua

114 Medical educators need to evaluate and control the planning, con

115 Clinicians and educators need to take explicit account of renal transpl

116 a team approach, using a physician, diabetes educator, nurse, dietitian, and other health professiona

117 conjunction with rehabilitation therapists, educators, nurses, social care providers, and schoolteac

118 HLA-C*07, the strongest educator of C1-specific NK cells, has reached unusually

119 nts for knowledge and skills evolve, medical educators often encounter the need for new curricula.

120 questions also serve to focus clinicians and educators on the important areas for improving quality o

121 cipated (ten content experts, three resident educators, one medical education expert, zero community

122 re proactive followup, either by the patient educator or by a trained clinical assistant dedicated to

123 r pressure from clinicians, family, friends, educators, or employers.

124 p, curricular structure, course content, and educator perceptions about microbiology education locall

125 n importance ratings of aspects of clinician-educators' performance were the following: teaching skil

126 erate focus on objectively assessing surgeon educators' periprocedural teaching may motivate improved

127 Are we as clinicians, scientists, and educators prepared to expand our scope of practice, know

128 ude detainees in care provision through peer-educator programmes in Rwanda, Zimbabwe, Zambia, and Sou

129 nt considered by all was, "Periodontists are educators promoting health." Non-periodontist dentists (

130 esponded; 45% of respondents had a clinician-educator promotion track.

131 ss of whether they have a separate clinician-educator promotion track.

132 Although medical educators recognize the need to prepare physicians to wo

133 Educators rely heavily on learning activities that encou

134 As current medical educators rely on subjective measures of surgical skill,

135 Physicians as clinicians, educators, research scientists, and advocates for policy

136 e the critical care pharmacist as clinician, educator, researcher, and manager.

137 g the critical care pharmacist as clinician, educator, researcher, and manager; and to recommend fund

138 r practices will be important to clinicians, educators, researchers, and policymakers as the hospital

139 mized to three interventions in which health educator(s) delivered an intervention to (a) the patient

140 If medical educators seek to optimize enthusiasm and preparation fo

141 As clinician-educators seek to provide the highest-quality education

142 rements in good readers-can help parents and educators select the best remediation strategy.

143 Medical educators should be aware of the potential differences i

144 t cases are crucial in surgical training and educators should consider these findings as surgical tra

145 Clinicians and educators should update and improve the evidence for the

146 Having a study team member or a neutral educator spend more time talking one-on-one to study par

147 w is the time for oral health professionals, educators, students, researchers, and patients to engage

148 There is a growing consensus among medical educators that to promote the professional development o

149 There is strong consensus among educators that training in the ethical and social conseq

150 unching of the new ICO Center for Ophthalmic Educators, the ICO is providing ophthalmic educators acr

151 ute structured interview conducted by health educators; the MOTIV is a 30- to 45-minute intervention

152 ry, it also presents challenges to clinician-educators themselves and to the institutions for which t

153 romote a systematic approach to "educate the educators" through training and mentorship.

154 ur, one-on-one teaching session with a nurse educator to the standard discharge process.

155 to be inclusive and challenges employers and educators to acknowledge inequalities and take action to

156 es; (ii) to allow researchers and interested educators to easily navigate and retrieve data of intere

157 unication between undergraduate and graduate educators to enhance the training of future immunologist

158 dialogue between researchers, clinicians and educators to highlight the prevalence and characteristic

159 y important are efforts by investigators and educators to maintain knowledge and competencies in the

160 onal resources brings with it challenges for educators to optimize the dissemination of online conten

161 r is an application to enable scientists and educators to prepare and present structure annotations c

162 ions designed to increase compliance, and by educators to tailor patient education programs.

163 Schools with separate clinician-educator tracks differed little in survey responses from

164 oping skills as a clinician, researcher, and educator ("triple threat").

165 nutrient-dense foods that parents and health educators try to encourage.

166 Educators use a variety of practices to train laypersons

167 to these data is provided to researchers and educators via web pages designed for optimal ease of use

168 Clinician-educators were expected to have fewer peer-reviewed publ

169 Eight standardized patient educators were trained in collaboration with physicians

170 l of Dental Research to write an essay on an educator who influenced the professional trajectories of

171 Educators who attempted to assess professionalism achiev

172 ents are reviewed; they may be of benefit to educators who develop advocacy curriculum.

173 utilizing near-peer teaching, and rewarding educators who facilitate an environment of inquiry and s

174 ped by the Nutrition Academic Award schools, educators will be in a position to enhance their medical

175 Educators will need to teach from a broadened perspectiv

176 ods are used by healthcare professionals and educators within nursing education because of their pres

177 t the curriculum will be useful for genetics educators working in diverse settings.

178 There is a need and a desire for educators working toward implementation of nutrition in

179 al, and population science professionals and educators working with a fully engaged group of creative