ライフサイエンスコーパス: teaching

1 the same for others through my mentoring and teaching.

2 on of different annotations, and training or teaching.

3 dopt "modern" parenting practices, including teaching.

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

5 grate mobile devices into their research and teaching.

6 work can enrich Kline's conceptualization of teaching.

7 ment in ways that may be applied to optimize teaching.

8 sms that can explain the uniqueness of human teaching.

9 ices, and interventions to enhance operative teaching.

10 ted Nazi political and moral values in their teaching.

11 83 hospitals, of which 250 (5.6%) were major teaching, 894 (19.9%) were minor teaching, and 3339 (74.

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

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

14 ordinating efforts to integrate research and teaching across campuses.

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

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

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

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

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

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

21 on stone tool-making generated selection for teaching and language, and imply that (i) low-fidelity s

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

23 s crucial to isolate the respective roles of teaching and learning in order to understand how pedagog

24 iterative nature of the relationship between teaching and learning.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

41 Teaching approaches included experiential learning cited

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

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

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

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

46 nthesis for research, clinical practice, and teaching are discussed.

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

48 Thus, teaching auscultation should emphasize the link between

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

50 can begin to apply active learning in their teaching: backward instruction design; expecting student

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

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

53 mpared with faculty perceptions of their own teaching behaviors.

54 guish among the adaptive values of different teaching behaviors.

55 cy of techniques designed to enhance faculty teaching behaviors.

56 progress in understanding the occurrence of teaching behaviour and the selective pressures influenci

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

58 s functional categories for the evolution of teaching blur some valuable distinctions.

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

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

61 Functionalist approaches to teaching can be used to great effect in the study of tea

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

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

64 Teaching CHWs to diagnose and treat young children with

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

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

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

68 r than focusing so exclusively on individual teaching, cultural accounts examine the mutually constit

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

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

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

72 y the platform from which human learning and teaching evolved.

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

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

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

76 ng classic papers can be an effective way of teaching graduate students how to learn the skills they

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

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

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

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

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

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

83 1-2 clinical trial conducted at a university teaching hospital enrolled 17 adults with stage IA throu

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

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

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

87 nfection and risk factors for infection at a teaching hospital in Kumasi, Ghana.

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

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

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

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

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

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

94 azard ratio [HR], 1.40 [95% CI, 1.35-1.46]), teaching hospital status (HR, 1.14 [95% CI 1.07-1.21]),

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

96 /=65 years, female sex, large hospital size, teaching hospital status, known coronary artery disease,

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

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

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

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

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

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

103 y of participant recruitment from a tertiary teaching hospital, limited sample size, and significant

104 Teaching hospital.

105 fundus examination performed at a university teaching hospital.

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

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

108 Four hundred fifty bed urban teaching hospital.

109 evere respiratory failure center, university teaching hospital.

110 00, to November 30, 2010, at a tertiary care teaching hospital.

111 A 500-bed tertiary University affiliated teaching hospital.

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

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

114 surgery on intraoperative complications in a teaching hospital.

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

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

117 ], 1.33; 95% CI, 1.04-1.70); they were major teaching hospitals (42.3%; OR, 1.58; 95% CI, 1.09-2.29)

118 ; 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;

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

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

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

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

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

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

125 3-month dependence or death when treated at teaching hospitals (odds ratio, 0.72; 95% confidence int

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

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

128 d trial (the Diabetes Surgery Study) at four teaching hospitals (three in the USA and one in Taiwan).

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

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

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

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

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

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

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

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

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

138 Leeds Teaching Hospitals Charitable Foundation.

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

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

141 Teaching hospitals had higher relative readmission rates

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

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

144 18 years or older at 52 district general and teaching hospitals in England, Scotland, and Wales who h

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

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

147 18.9; 95% CI, 14.0-25.5; p < 0.01) and large teaching hospitals in the highest quartile of occupancy

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

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

150 cebo-controlled trial conducted in 3 Spanish teaching hospitals involving patients with both severe c

151 Teaching hospitals may be at a disadvantage given the pe

152 Teaching hospitals may be at a disadvantage given the pe

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

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

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

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

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

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

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

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

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

162 % at major teaching hospitals, 9.2% at minor teaching hospitals, and 9.6% at nonteaching hospitals, w

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

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

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

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

167 Thirteen ICUs at four teaching hospitals.

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

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

170 s argued here that robots are not capable of teaching in any meaningful sense, and should be deployed

171 can be used to great effect in the study of teaching in both human societies and nonhuman species.

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

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

174 to restructure current empirical evidence on teaching in humans and nonhuman animals.

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

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

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

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

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

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

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

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

183 tions, offered advanced services, were major teaching institutions, and had better performance on oth

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

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

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

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

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

189 A short targeted teaching intervention was effective in significantly imp

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

191 Teaching is predicted when less costly learning mechanis

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

193 Teaching junior surgeons a systematic approach to escala

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

195 Humans evolved in a cultural niche and teaching-learning coevolved to transmit culture.

196 and types of positive and negative work with teaching/learning determined by different interests of m

197 s, we need to understand how her taxonomy of teaching maps onto a taxonomy of learning.

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

199 enting, conceptualized as a specific form of teaching, may inform mentalistic, culture-based, and fun

200 w the three major approaches to the study of teaching - mentalistic, culture-based, and functionalist

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

202 How far can teaching methods go to enhance learning?

203 tools such as Cell Collective to provide new teaching methods in biology and contribute to the implem

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

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

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

207 Teaching, moreover, typically fulfills its function by e

208 Neither multisensory teaching nor online self-study significantly improved re

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

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

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

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

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

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

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

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

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

218 tion in faith leaders of the effect of their teachings on health care is also crucial.

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

220 tasis of the Oldowan technocomplex, and (ii) teaching or proto-language may have been pre-requisites

221 ate learning extend beyond the five types of teaching outlined by Kline's target article.

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

223 inee ratings of their faculty intraoperative teaching performance.

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

225 Teaching points made in the operating room were compared

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

227 Teaching points were identified in the operating room an

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

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

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

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

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

233 This integrative approach to teaching programming and quantitative reasoning motivate

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

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

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

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

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

239 Consequently, teaching should integrate the role of motor behavior to

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

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

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

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

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

245 roperties consistent with a negative-valence teaching signal.

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

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

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

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

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

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

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

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

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

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

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

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

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

259 Hospitals were grouped by teaching status and location.

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

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

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

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

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

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

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

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

268 commended therapies irrespective of hospital teaching status.

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

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

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

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

273 Conventional teaching suggests that aortic stenosis is a degenerative

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

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

276 t - and outline the research questions about teaching that each addresses.

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

278 These findings contradict the conventional teachings that patients with DM experience less angina b

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

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

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

282 Kline presents an excellent synthesis of teaching theory and research, with cogent arguments rega

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

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

285 ean that we have a responsibility to pass on teachings to future generations.

286 constituting efforts of individuals who are teaching, together with those who are learning.

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

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

289 This teaching tool discusses the relatively young field of ro

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

291 The Teaching Tool introduces some of the techniques used to

292 grated framework that differentiates between teaching types according to the specific adaptive proble

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

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

295 Research on how people learn shows that teaching using active learning is more effective than ju

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

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

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

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

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