ライフサイエンスコーパス: teach

1 ted Nazi political and moral values in their teaching.

2 the same for others through my mentoring and teaching.

3 on of different annotations, and training or teaching.

4 dopt "modern" parenting practices, including teaching.

5 pecific line of research on mind, brain, and teaching.

6 grate mobile devices into their research and teaching.

7 ices, and interventions to enhance operative teaching.

8 83 hospitals, of which 250 (5.6%) were major teaching, 894 (19.9%) were minor teaching, and 3339 (74.

9 We taught a computer program to automatically classify prev

10 personal initiative training approach, which teaches a proactive mindset and focuses on entrepreneuri

11 The surrogate model is constructed by teaching a Gaussian process adsorption energies based on

12 demiologic methods and became a platform for teaching about some key concepts in epidemiologic study

13 ordinating efforts to integrate research and teaching across campuses.

14 to provide best practices for intraoperative teaching agree that effective teaching spans 3 phases th

15 ty as a medical diagnostic tool as well as a teaching aid at Neurogenetics courses held at several Af

16 e as a series of building blocks that may be taught and assessed separately.

17 scarring or delayed wound healing is widely taught and practiced; however, it is based on 3 small ca

18 kids the ability to shape the way science is taught and to better understand the scientific method.

19 of orthopedic implants from 19 hospitals (17 teaching and 2 academic) in the Netherlands (November 20

20 mortality at major teaching vs 9.2% at minor teaching and 9.5% at nonteaching), but the difference in

21 provide the foundation for a new paradigm in teaching and assessing hands-on clinical skills.

22 re were consistent with the subordination of teaching and emotional support activities to those relat

23 hypothesized to have led to the evolution of teaching and language.

24 dicare data to compare mortality rates in US teaching and nonteaching hospitals for all hospitalizati

25 ic surgery between June 2006 and May 2015 at teaching and nonteaching hospitals in Michigan were incl

26 n regarding the contextual issues around the teaching and prescribing of intermittent catheters.

27 aimed to explore health care professionals' teaching and prescribing practice related to intermitten

28 how a public tertiary hospital like the Moi Teaching and Referral Hospital in an LMIC setting can le

29 able growth it had shown in the past both in teaching and research.

30 Focal hospitals were larger and more teaching and technology intensive than control hospitals

31 bes variation in the transmission practices (teaching) and acquisition strategies (imitation) that su

32 were major teaching, 894 (19.9%) were minor teaching, and 3339 (74.3%) were nonteaching hospitals.

33 implications for patient care, research, and teaching, and additional studies are needed to better un

34 ds an already extensive field of research on teaching, and contributes new questions, techniques, and

35 his has important implications for research, teaching, and patient care for ROP and suggests that a c

36 ion per acute hospital, pound2.9 million per teaching, and pound474,000 per specialist hospital for a

37 asing resident autonomy, utilizing near-peer teaching, and rewarding educators who facilitate an envi

38 ies for different NHS hospital types (acute, teaching, and specialist), MRSA prevalence, and transmis

39 on has risen, yet, little is known about the teaching approaches employed for this purpose.

40 Teaching approaches included experiential learning cited

41 that can be addressed with new learning and teaching approaches to be implemented both inside the cl

42 Enabling and impeding themes included: Teaching Approaches, Clinical/Faculty support, Informati

43 tion Model was used to explore the impact of teaching approaches.

44 erdisciplinary communication on the topic of teaching are certainly needed.

45 In line with Kline's taxonomy, highlighting teaching as an array of behaviors with different cogniti

46 The alkylation of ketones is taught at basic undergraduate level.

47 Thus, teaching auscultation should emphasize the link between

48 rough faculty development programs, bringing teaching back to the bedside, increasing resident autono

49 d business owners in developing countries by teaching basic financial and marketing practices, yet th

50 Physicians can be taught bedside echocardiography in a time-effective mann

51 categorized according to cognitive (didactic teaching), behavioral (practical implementation of skill

52 cy of techniques designed to enhance faculty teaching behaviors.

53 mpared with faculty perceptions of their own teaching behaviors.

54 ns about the emergence of different types of teaching behaviour in young humans and the psychological

55 s to determine not only how different models teach, but how individuals select models, and how they l

56 ing a few faculty completely transform their teaching, but the extent to which STEM faculty are chang

57 intervention consisted of a 1-day seminar co-taught by a Tanzanian pastor and a Tanzanian clinician w

58 g implementation of a classroom-style course taught by master trainers.

59 Students in the art-training group were taught by professional art educators at the Philadelphia

60 he Paul Dudley White Award for Excellence in Teaching by the American Heart Association and the Disti

61 States is occurring in larger hospitals and teaching centers, particularly following a year with hig

62 children to play or climb on furniture; and teaching children safety rules about climbing on objects

63 Teaching CHWs to diagnose and treat young children with

64 ainee perceptions of quantity and quality of teaching, compared with faculty perceptions of their own

65 the 7th annual sub-Saharan African neurology teaching course in Khartoum, Sudan (2015).

66 for use in surgical journals, textbooks, and teaching courses ("assessment" stage of innovation).

67 d algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of

68 A 2-hour training session to teach each study-enrolled surgeon to use the Best Case/W

69 ducational tool called TeachEnG (acronym for Teaching Engine for Genomics) for reinforcing key concep

70 epidemic simulators as research tools and to teach epidemic theory to students at the Johns Hopkins B

71 ontent opacity) that make the recognition of teaching episodes without ostension untenable.

72 ting materials, and allow for the sharing of teaching experience among the HTS trainers' community.

73 median of 2.5 full-time neurologists on the teaching faculty at the respondents' training institutio

74 he use of automated external defibrillators, teaching first responders about team-based CPR (eg, auto

75 Practice-based teaching heightened awareness of individuals' own practi

76 ased coaching may be particularly useful for teaching higher-level concepts, such as decision making,

77 s who underwent first OLT in a tertiary-care teaching hospital (2002-2011).

78 Admission to a teaching hospital (beta coefficient for length of hospit

79 in a school of public health and later in a teaching hospital and medical school, interspersed with

80 endent patients who were treated at an urban teaching hospital ED from April 7, 2009, through June 25

81 1-2 clinical trial conducted at a university teaching hospital enrolled 17 adults with stage IA throu

82 nt included all adults admitted to a 793-bed teaching hospital from April 1, 2007, to June 30, 2012.

83 articipants were recruited from a university teaching hospital from May 2013 to October 2016.

84 transfusion, were enrolled from Komfo Anokye Teaching Hospital in Kumasi, Ghana.

85 The study was undertaken in a 676-bed teaching hospital in the Midwestern U.S.

86 an Emergency Department in a large teaching hospital in the United Kingdom.

87 dical and one rehabilitation ward in a large teaching hospital in the United Kingdom.

88 tors with GERD in participants referred to a teaching hospital in Zahedan, South-East of Iran.

89 tertiary care paediatric unit, North Colombo Teaching Hospital Ragama, Sri Lanka, from 2007 to 2012,

90 All surgeries were performed in a public teaching hospital setting, Auckland, New Zealand, in ear

91 zations for US Medicare beneficiaries, major teaching hospital status was associated with lower morta

92 /=65 years, female sex, large hospital size, teaching hospital status, known coronary artery disease,

93 t volume, percentage of Medicaid discharges, teaching hospital status, number of beds, percentage of

94 In a large teaching hospital system, the overall rate of clinically

95 ember 2015 and February 2017 at a university teaching hospital were consecutively reviewed.

96 y studies at a private Australian university teaching hospital were recruited.

97 s higher for patients who received care in a teaching hospital with more acute care hospital beds and

98 At this Swiss teaching hospital, internal medicine residents spent mor

99 Teaching hospital.

100 fundus examination performed at a university teaching hospital.

101 group) at a single-center tertiary referral teaching hospital.

102 GSRs in the general surgical department of a teaching hospital.

103 Four hundred fifty bed urban teaching hospital.

104 evere respiratory failure center, university teaching hospital.

105 00, to November 30, 2010, at a tertiary care teaching hospital.

106 A 500-bed tertiary University affiliated teaching hospital.

107 e basic research study was conducted at a UK teaching hospital.

108 tients admitted to four ICUs in a large U.K. teaching hospital.

109 surgery on intraoperative complications in a teaching hospital.

110 surgical wards within three different acute teaching-hospital settings in the Netherlands.

111 were experienced by non-children's hospital teaching hospitals (-$204100; IQR, -$1014100 to $14700])

112 ], 1.33; 95% CI, 1.04-1.70); they were major teaching hospitals (42.3%; OR, 1.58; 95% CI, 1.09-2.29)

113 ; OR, 1.58; 95% CI, 1.09-2.29) or very major teaching hospitals (62.2%; OR, 2.61; 95% CI, 1.55-4.39;

114 [IQR], 3524-5213) vs non-children's hospital teaching hospitals (674; IQR, 258-1414) and non-children

115 likely to be large (11.6% vs. 7.1%) or major teaching hospitals (7.5% vs. 4.5%) and less likely to be

116 Hospital teaching status: major teaching hospitals (members of the Council of Teaching H

117 ademic teaching hospitals (n = 8), community teaching hospitals (n = 38), and community nonteaching h

118 This study involved academic teaching hospitals (n = 8), community teaching hospitals

119 ity of intensive care bed growth occurred in teaching hospitals (net, +13,471 beds; 72.1% of total gr

120 3-month dependence or death when treated at teaching hospitals (odds ratio, 0.72; 95% confidence int

121 of the Council of Teaching Hospitals), minor teaching hospitals (other hospitals with medical school

122 st for heart failure (HF) quality of care at teaching hospitals (TH) and nonteaching hospitals (NTH).

123 t statistically different between very major teaching hospitals and nonteaching hospitals for AAA rep

124 t statistically different between very major teaching hospitals and nonteaching hospitals for AAA rep

125 an episode of surgical care were similar at teaching hospitals and nonteaching hospitals for three c

126 an episode of surgical care were similar at teaching hospitals and nonteaching hospitals for three c

127 P < .001) mortality difference between major teaching hospitals and nonteaching hospitals.

128 servational database that receives data from teaching hospitals and referral centers, as well as seve

129 nt ophthalmologic evaluation at 2 university teaching hospitals and SD-OCT imaging in at least 1 eye.

130 ndomised controlled, open-label trial, in 29 teaching hospitals and tertiary care centres in the Neth

131 a geriatric assessment in one of two French teaching hospitals between 2007 and 2012.

132 Leeds Teaching Hospitals Charitable Foundation.

133 Very major teaching hospitals generally had higher risk-adjusted ra

134 Very major teaching hospitals generally had higher risk-adjusted ra

135 Teaching hospitals had higher relative readmission rates

136 hospital size, 187 large (>/=400 beds) major teaching hospitals had lower adjusted overall 30-day mor

137 mong small (</=99 beds) hospitals, 187 minor teaching hospitals had lower overall 30-day mortality re

138 18 years or older at 52 district general and teaching hospitals in England, Scotland, and Wales who h

139 ICUs of two teaching hospitals in Paris area, France.

140 ed for AMI in the emergency departments of 2 teaching hospitals in the Henry Ford Health System (Detr

141 18.9; 95% CI, 14.0-25.5; p < 0.01) and large teaching hospitals in the highest quartile of occupancy

142 ed controlled trial in ten tertiary and nine teaching hospitals in the Netherlands and Belgium.

143 Medical ICU of two large teaching hospitals in the Netherlands.

144 Teaching hospitals may be at a disadvantage given the pe

145 Teaching hospitals may be at a disadvantage given the pe

146 ted to represent 7,095,045 patients from 581 teaching hospitals nationwide; 17.6% were managed early.

147 analyzed contemporary data on outcomes at US teaching hospitals vs nonteaching hospitals.

148 pattern of lower overall 30-day mortality at teaching hospitals was observed for medium-sized (100-39

149 payments per episode of surgery, very major teaching hospitals were $14,145 more expensive than nont

150 payments per episode of surgery, very major teaching hospitals were $14,145 more expensive than nont

151 patients (>/=16 years of age) presenting to teaching hospitals with a principal diagnosis of an EGS

152 Of 16 hospitals, 11 were teaching hospitals with at least 500 beds.

153 eaching hospitals (members of the Council of Teaching Hospitals), minor teaching hospitals (other hos

154 nadjusted 30-day mortality was 8.1% at major teaching hospitals, 9.2% at minor teaching hospitals, an

155 % at major teaching hospitals, 9.2% at minor teaching hospitals, and 9.6% at nonteaching hospitals, w

156 Larger hospitals, teaching hospitals, and high PCI volume hospitals had hi

157 n general hospitals, non-children's hospital teaching hospitals, and non-children's hospital nonteach

158 Using data from 2 teaching hospitals, monthly AGE and rotavirus admissions

159 The next best strategies were, in acute and teaching hospitals, targeting of high-risk specialty adm

160 Thirteen ICUs at four teaching hospitals.

161 A few patients (19.2%) sought care at teaching hospitals.

162 crobiology into other courses, reduced total teaching hours, and difficulty balancing basic and clini

163 or most liquids today, the proposed approach teaches how to measure very large contact angles with co

164 In the present study, we created and taught human participants novel audiovisual categories,

165 ternum and Hanson method should no longer be taught in nursing programs or used in practice by the nu

166 ole of play in the evolution of learning and teaching in both humans and other animals.

167 Most respondents rated overall quality of teaching in fellowship as either "good" (37%) or "excell

168 We argue that direct active teaching in humans exhibits at least two properties (ope

169 l approaches, continues to overlook cases of teaching in nonhuman animals.

170 as affected our research, clinical work, and teaching in some undesirable ways.

171 bases to identify all studies that discussed teaching in the operating room for trainees at the resid

172 Teaching in the video-based coaching sessions was more r

173 fishing probes from specific raw materials, teaching in this population may relate to the complexity

174 continue to be excluded from definitions of teaching, in order to focus on situations in which selec

175 were perhaps best known for their mastery of teaching, influencing generations of both medical and pu

176 hospitals were categorized into quintiles of teaching intensity (very major, major, minor, very minor

177 hospitals were categorized into quintiles of teaching intensity (very major, major, minor, very minor

178 o evaluate the relationship between hospital teaching intensity, Medicare payments, and perioperative

179 als based in the UK who prescribe catheters, teach intermittent catheterisation or manage an intermit

180 We aimed to assess whether a teaching intervention enabled residents to effectively c

181 , second year residents were randomized to a teaching intervention targeting cognitive skills needed

182 A short targeted teaching intervention was effective in significantly imp

183 Teaching is a form of high-fidelity social learning that

184 Teaching is predicted when less costly learning mechanis

185 ntly documented in several nonhuman animals, teaching is rare among primates.

186 Teaching junior surgeons a systematic approach to escala

187 ty may gain wider use in research and, even, teaching laboratories, which we substantiated using the

188 ulty to include any active learning in their teaching may retain and more effectively educate far mor

189 ruses, and the multiple, seminal mentors who taught me their secrets, have defined my career.

190 We teach medical students that optimal patient care require

191 cy for this skill is in decline [1], and new teaching methods are needed.

192 How far can teaching methods go to enhance learning?

193 ent to which STEM faculty are changing their teaching methods is unclear.

194 nd competence across the care, research, and teaching missions.

195 our of these themes: women are interested in teaching more than in research; participation in researc

196 of visual arts, which is reputed to excel in teaching observation and descriptive abilities, can be s

197 cognitive exercises, strategy coaching, and teaching of coping and compensatory strategies.

198 Use of gray-scale images may improve teaching of dermoscopy to novices by emphasizing the eva

199 e lecture-based method in the assessment and teaching of fundoscopic examination in neurology residen

200 onal lecture-based method for assessment and teaching of fundoscopy to neurology residents.

201 However, this theory is useful for the teaching of religion.

202 sion of medical ethics but also a systematic teaching of such ethics to students in Nazi Germany.

203 Traditionally, assessment and teaching of this key clinical examination technique have

204 and science can neither prove nor refute the teaching of those religions that consider the zygote to

205 unities to learn asocially, imitate, receive teaching or emulate by examining baskets made by previou

206 Twitter may help ID HCPs teach others about the global responsible use of antimic

207 We present a student-centered approach to teaching parasitology, which diminishes the power of the

208 inee ratings of their faculty intraoperative teaching performance.

209 esign make it an attractive alternative as a teaching platform as well as a platform for developing m

210 Teaching points made in the operating room were compared

211 Among 10 cases, surgeons made more teaching points per unit time (63.0 vs 102.7 per hour) w

212 Teaching points were identified in the operating room an

213 e to direct their education (27% [198 of 729 teaching points] vs 17% [331 of 1977 teaching points], P

214 of 729 teaching points] vs 17% [331 of 1977 teaching points], P < .001).

215 ing of preoperative training, intraoperative teaching, postoperative feedback, and repetition was imp

216 w and suggest instead that the five forms of teaching presented in the taxonomy may constitute exapta

217 imed to evaluate an intervention designed to teach primary school children to assess claims about the

218 The results show that it is possible to teach primary school children to think critically in sch

219 s efficient as an expert-developed, detailed teaching program that increases instruction with the sam

220 te increase at hospitals with large bedsize, teaching programs, and advanced HF capabilities.

221 From tool use to teaching, proto-forms of 'human traits' are being discov

222 e and analyse educational approaches used to teach quality improvement to pre-registration healthcare

223 ior surgeons, demonstrates that OPCAB can be taught safely.

224 among EGS patients who are treated at large, teaching, safety-net hospitals.

225 Each group participated in three teaching scenarios, via high-fidelity simulation or via

226 answer to the question of why direct active teaching seems to be a uniquely human phenomenon.

227 t the feedback response to error serves as a teaching signal for the brain.

228 te gyrus (DG) is widely thought to provide a teaching signal that enables hippocampal encoding of mem

229 e accuracy of such predictions is honed by a teaching signal that indicates how incorrect a predictio

230 he primate brain have been shown to encode a teaching signal used by algorithms in artificial intelli

231 area, which is consistent with an aversive "teaching signal" role for the RMTg during encoding of th

232 mework through which the tutor can build its teaching signal.

233 roperties consistent with a negative-valence teaching signal.

234 or how dopamine neurons factor it into their teaching signal.

235 ons, in addition to encoding a post-decision teaching signal.

236 This mechanism can transmit teaching signals across multiple layers of neurons and p

237 nt learning, specifically in the encoding of teaching signals such as reward prediction errors (RPEs)

238 results show that dopamine responses convey teaching signals that are also appropriate for perceptua

239 wards, and the neural encoding of associated teaching signals.

240 primary focus of the program is the biennial Teaching Skills Workshop, which has had 130 participants

241 advantage of the eBioKit over other existing teaching solutions is that all the required software and

242 intraoperative teaching agree that effective teaching spans 3 phases that take place before, during,

243 t status (aOR, 1.35; 95% CI, 1.27-1.43), and teaching status (aOR, 1.18; 95% CI, 1.09-1.28).

244 p of a skilled nursing facility (P < 0.001), teaching status (P = 0.025), and low nurse-to-patient ra

245 lowest mortality hospitals, we observed that teaching status (range: odds ratio [OR] 1.08-1.54), high

246 Hospitals were grouped by teaching status and location.

247 High volume (>7 cases) and teaching status of destination hospitals (both P < 0.001

248 Neither hospital bed size nor teaching status was significantly associated with mortal

249 urthermore, the effects of hospital size and teaching status were modified by occupancy: the greatest

250 l multivariable model, larger hospital size, teaching status, and high intensive care occupancy were

251 xplained by variations in insurance, income, teaching status, hospital EGS volume, and a hospital's p

252 We described the number of beds, teaching status, ownership, intensive care occupancy, an

253 and compared rates across region, ownership, teaching status, sepsis volume, hospital size, and propo

254 Hospital variables, including teaching status, size, and urban/rural location, did not

255 commended therapies irrespective of hospital teaching status.

256 ries, whereas variations in insurance/income/teaching status/EGS volume/proportion of minority patien

257 Hospital teaching status: major teaching hospitals (members of th

258 indicating that DART can be used to compare teaching strategies in different types of courses.

259 dent in the operating room; flexible faculty teaching strategies; context-specific variables; leaders

260 e the proof of concept of an intervention to teach surgeons to use the Best Case/Worst Case framework

261 tion in ophthalmology offers a new method of teaching team members, with the potential to reduce seri

262 ions with respect to initiator, content, and teaching technique, adjusting for time.

263 ristics and themes related to intraoperative teaching that will better inform interventions and asses

264 s of science, but most researchers are never taught the equivalent of basic lab skills for research c

265 t it does not always restore 20/20 vision or teach the eyes to work together.

266 ent an alternative therapeutic approach that teaches the immune system to tolerate contact allergens

267 ugh scientific journals and conferences, and teaching the next generation about implementation scienc

268 biology education, yet outdated methods for teaching the tree of life (TOL), as implied by textbook

269 ism, mPFC activity prevents interference by "teaching" the hippocampus to retrieve distinct represent

270 the findings suggest that resilience can be taught, there is an opportunity to develop a resiliency

271 5) examined interventions for intraoperative teaching, these studies demonstrate the efficacy of tech

272 These transfers meet functional criteria for teaching: they occur in a learner's presence, are costly

273 These skills have been taught through varying curricula; however, no consensus

274 Plus (PM+) that lay community workers can be taught to deliver.

275 In Nigeria, CHWs were also taught to obtain a thick blood smear.

276 own about how clinical oncology concepts are taught to PhD students or the most effective methods of

277 e language of life, or sequence analysis, as taught to us by natural selection.

278 , although a variety of other species can be taught to use symbols.

279 dytes troglodytes) in the Goualougo Triangle teach tool skills by providing learners with termite fis

280 sted September 20, 2017.Click HERE to access Teaching Tool Components.

281 Posted December 8, 2017.Click HERE to access Teaching Tool Components.

282 This teaching tool discusses the relatively young field of ro

283 plantcell;28/4/tpc.116.tt0416/FIG1F1fig1This teaching tool explores circadian rhythms in plants.

284 The Teaching Tool introduces some of the techniques used to

285 te programs, there are important reasons for teaching undergraduate immunology courses and several be

286 n syndrome (DRS), and discuss what they have taught us about mechanisms of axon guidance and selectiv

287 rvational and experimental methodologies has taught us about the cultural lives of chimpanzees, goril

288 chanistic dissection; the mouse has not only taught us how they fundamentally work, but also how thei

289 of cancers, and the clinical experience has taught us many lessons about the concept and application

290 History has taught us that athletes are subjected to unmonitored tri

291 e past decades, supramolecular chemistry has taught us the rules to precisely engineer molecular asse

292 ield of the "science of science" and what it teaches us about the predictability of scientific discov

293 udying these systems and their properties is teaching us how to control supramolecular chemistry in w

294 Midwest, 28.8%; and West, 27.7%; p < 0.001), teaching versus nonteaching status (31.1% vs 29.0%; p <

295 e pattern persisted (8.3% mortality at major teaching vs 9.2% at minor teaching and 9.5% at nonteachi

296 k-adjusted outcomes for patients admitted to teaching vs nonteaching hospitals across a broad range o

297 ected rats without any weight support can be taught weight support as adults by using robot rehabilit

298 Sim2 was a case encountered during teaching, whereas Sim3 was novel.

299 rolled trial, de novo SOTR received standard teaching with or without postdischarge computer-based ed

300 schools in the central region of Uganda that taught year-5 children (aged 10-12 years).