ライフサイエンスコーパス: postgraduate

1 the awareness of and knowledge on CBCT among postgraduates.

2 Pre- and postgraduate allergy education and training, implementat

3 Postgraduate and continuing education should develop mas

4 Six Rwandan surgical postgraduates and physicians conducted physical examinat

5 Although one was designed for US surgical postgraduates and the other for sub-Saharan African surg

6 dual process: clinical service delivery and postgraduate clinical training [which are both the provi

7 Fifty-one postgraduate critical care medicine subspecialty trainee

8 ted to patients' educational status: 62% had postgraduate degrees, 50% had college degrees, 56% had s

9 Postgraduate diplomas in palliative care are available i

10 hird-party payers take a more active role in postgraduate drug education and investigation.

11 Neck Radiology in 1977 provided a forum for postgraduate education and scientific exchange.

12 an essential competency in undergraduate and postgraduate education by 2017.

13 y is one of the most important components of postgraduate education in ophthalmology.

14 Fewer women with postgraduate education reported vasomotor symptoms.

15 The most common barriers to neurology postgraduate education were few training programs and la

16 f assessing knowledge and are used widely in postgraduate examinations in anaesthesiology.

17 has increased to 95 members representing 154 postgraduate fellowship positions.

18 there has been an increase in the number of postgraduate fellowships in minimally invasive and gastr

19 e to get to know the knowledge on CBCT among postgraduates in a dental college in India.

20 016, and patients visiting the Sanjay Gandhi Postgraduate Institute of Medical Sciences, Lucknow, Ind

21 such as the use of heuristics, are taught at postgraduate level.

22 , higher standards for medical graduates and postgraduates may have hastened-rather than hindered-the

23 Postgraduate medical education included the Albert Einst

24 We evaluated the effect of the postgraduate medical education level (PGY) of surgery re

25 ly studying Web 2.0 technologies to maximize postgraduate medical education of housestaff.

26 In the end, the primary goal of the postgraduate medical education system must be to ensure

27 al school year 5) and 10 3rd-year residents (postgraduate medical school year 4) at 211 accredited ra

28 y was conducted with 201 4th-year residents (postgraduate medical school year 5) and 10 3rd-year resi

29 heir being long forgotten, the importance of postgraduate medical schools in our nation's surgical hi

30 The founding of postgraduate medical schools in turn-of-the-century Amer

31 hapter of American surgical medical history, postgraduate medical schools played a decisive role in s

32 Postgraduate medical schools, particularly the New York

33 and lay literature relating to the nation's postgraduate medical schools.

34 f extended (24 hours or more) work shifts in postgraduate medical training is limited.

35 pGALS be incorporated into undergraduate and postgraduate medical training to improve pediatric muscu

36 he Medical Reserve Corps and outlines unique postgraduate opportunities for early-career virologists.

37 Academy of Periodontology began encouraging postgraduate periodontal programs to train residents in

38 ty-six (376) patients in 11 university-based postgraduate periodontics programs and five private prac

39 scription drugs because of a lack of ongoing postgraduate physician education.

40 The benefactor of a postgraduate position at the medical school, Ton That Tu

41 All consultants had postgraduate qualifications, but 4 of 6 medical superint

42 Two U.S.-based postgraduate researchers without prior microscopy experi

43 f 2737 of the estimated 18,447 interns in US postgraduate residency programs from July 2002 through M

44 medical students can be adapted for use with postgraduate residents and fellows in the setting of ref

45 l of 100 volunteers participated but only 88 postgraduates responded to the questionnaire.

46 h training in medical school and the medical postgraduate setting is recommended.

47 anaesthesia and intensive care medicine are postgraduate subjects, few would deny the value of expos

48 Postgraduate subspecialty critical care medicine trainee

49 implementation of nontechnical components in postgraduate surgical curricula.

50 ry bodies have mandated their integration in postgraduate surgical curricula.

51 ndents (67%) and all medical officers lacked postgraduate surgical qualifications or formal surgical

52 Attending intensivists and postgraduate surgical trainees with SICU experience were

53 Interventions may be needed in postgraduate surgical training and early independent car

54 ommonly administered to medical students and postgraduate trainees and evaluated EBP skills.

55 Postgraduate trainees have historically received little

56 te these obstacles, the medical students and postgraduate trainees I encountered were bright and rece

57 d between April 2009 and November 2010 among postgraduate trainees in obstetrics-gynecology in 7 LMIC

58 ried out by specialist pediatric dentists or postgraduate trainees.

59 from medical students through all levels of postgraduate training and continuing medical education f

60 essing physician competence on completion of postgraduate training and, more recently, in defining ap

61 of graduation from medical school, amount of postgraduate training completed, primary or training spe

62 He completed postgraduate training in internal medicine and cardiovas

63 cholecystectomies completed since residency, postgraduate training in laparoscopy, and annual volume

64 ess to further ensure the highest quality of postgraduate training in the fields of GI and endoscopic

65 mes after appendectomy are influenced by the postgraduate training level of the participating surgica

66 Graduate and postgraduate training of medicinal chemists at GSK is al

67 into the curricula of medical, graduate, and postgraduate training programs, thus generating a critic

68 e care skills is not routinely given in most postgraduate training programs.

69 the UK at least), to shorten the duration of postgraduate training so that pledges for consultant num

70 stratified by proportion of female doctors, postgraduate training status, number of patients registe

71 dred seventy-four (66%) respondents finished postgraduate training with educational debt, 139 (34%) r

72 respondents in their 2nd through 5th year of postgraduate training, 2187 (52%) had insufficient funds

73 stainable approaches to broaden graduate and postgraduate training, aimed at creating training progra

74 cal and clinical years and continued through postgraduate training, and 2) active adult learning (eg,

75 f healthcare and university systems, medical postgraduate training, and funding of research.

76 score were pharmacy school attended, planned postgraduate training, completion of a clinical rotation

77 In their first year of postgraduate training, interns commonly work shifts that

78 ssons from the MD-PhD training experience to postgraduate training, shortening the time to independen

79 ne residents with an average of 29 months of postgraduate training.

80 ical students, future allergists and provide postgraduate training.

81 ation and typically completed 16 months into postgraduate training.

82 follow progression of surgical skill during postgraduate training.

83 development of surgical investigators after postgraduate training.

84 g to career plan questions in all 3 years of postgraduate training.

85 ntinued education on CD in medical under and postgraduate trainings are crucial to prevent under-diag

86 s, and most residents left after their first postgraduate year (48%; 95% CI, 39%-57%).

87 urvey in which 2737 residents in their first postgraduate year (interns) completed 17,003 monthly rep

88 gram during the study period, 57 completed a postgraduate year (PGY) 1 and 22 completed a PGY-2.

89 R for the open procedure related to resident postgraduate year (PGY) level.

90 ssure on them to get grants; however, 71% of postgraduate year (PGY) residents who were PGY3 sensed t

91 This randomized controlled trial recruited postgraduate year (PGY)-1 and PGY-2 surgeons to particip

92 during residency increased according to the postgraduate year (PGY): PGY-1, 1.5 injuries; PGY-2, 3.7

93 plans for individual residents during their postgraduate year 1 (PGY-1), postgraduate year 2 (PGY-2)

94 Overall, 2889 residents (1621 in postgraduate year 1 [PGY-1], 902 in PGY-2, and 366 in PG

95 PANTS: A retrospective review of categorical postgraduate year 1 Accreditation Council for Graduate M

96 A total of 103 postgraduate year 1 residents from 7 institutions comple

97 Since the advent of the 16-hour mandate for postgraduate year 1 residents in July 2011, no data have

98 nts matched into categorical general surgery postgraduate year 1 spots from July 1, 1999, to July 1,

99 ment using videos of Mini-CEX assessments of postgraduate year 1 trainees interviewing new internal m

100 ntional failures among first-year residents (postgraduate year 1) during a traditional rotation sched

101 ring the study period: 15 (17.6%) left after postgraduate year 1, 34 (40.0%) after postgraduate year

102 ight resident physicians participated: eight postgraduate year 1, eight postgraduate year 2, five pos

103 Overall complications were lower for postgraduate year 1-2 residents than for other years.

104 er Health Residency in Emergency Medicine, a postgraduate year 1-4 training program.

105 ficantly across years (P < .001), highest in postgraduate year 2 (19.2%) and lowest in postgraduate y

106 ts during their postgraduate year 1 (PGY-1), postgraduate year 2 (PGY-2), and postgraduate year 3 (PG

107 after postgraduate year 1, 34 (40.0%) after postgraduate year 2, and 36 (42.4%) after postgraduate y

108 rticipated: eight postgraduate year 1, eight postgraduate year 2, five postgraduate year 3, and seven

109 1 (PGY-1), postgraduate year 2 (PGY-2), and postgraduate year 3 (PGY-3) of training.

110 nding surgeons assisted by a resident in the postgraduate year 3 (PGY3), fellow in the postgraduate y

111 er postgraduate year 2, and 36 (42.4%) after postgraduate year 3 or later.

112 uate year 1, eight postgraduate year 2, five postgraduate year 3, and seven postgraduate year 4.

113 In this mixed methods analysis, 10 senior (postgraduate year 4 and 5) residents were videorecorded

114 feedback, and repetition was implemented for postgraduate year 4 residents between July 2, 2012, and

115 We changed the glaucoma rotation in which postgraduate year 4 residents worked with multiple atten

116 year 2, five postgraduate year 3, and seven postgraduate year 4.

117 in postgraduate year 2 (19.2%) and lowest in postgraduate year 5 (7.2%).

118 he postgraduate year 3 (PGY3), fellow in the postgraduate year 5 (PGY5), or both.

119 errant CCC and surgeons' level of training (postgraduate year [PGY]).

120 Demographic factors, aside from postgraduate year do not appear predictive.

121 the 16-hour shift were to be extended to all postgraduate year levels, one can anticipate that additi

122 otherapy skills of residents in their fourth postgraduate year on the basis of cumulative supervisor

123 switch to another specialty after the first postgraduate year owing to lifestyle-related issues.

124 univariate analysis, older age, female sex, postgraduate year, training in a university program, the

125 several program/resident variables examined, postgraduate year-level was the only independent predict

126 ding 21284 internal medicine residents (7048 postgraduate-year 1 [PGY-1], 7233 PGY-2, and 7003 PGY-3)

127 of preliminary and categorical residents in postgraduate years (PGYs) 1 through 5 training in a sing

128 ogists does not take advantage of all of the postgraduate years (PGYs).

129 sessment was distributed to the inaugural 25 postgraduate years 2 and 3 internal medicine residents b

130 ners (attendings) and 30 surgical residents (postgraduate years 3-8).

131 A total of 43 surgical residents (postgraduate years [PGYs] 1 and 2) participated in inter

132 their second, third, and fourth psychiatric postgraduate years from 10 programs located in different

133 5 [84.2], P = .99), for residents from other postgraduate years, or for first-time examinees taking t

134 between residents in their second and fourth postgraduate years: more advanced residents and experts