ライフサイエンスコーパス: clinical skill

1 mmunication about end-of-life care is a core clinical skill.

2 able anatomic landmarks and a high degree of clinical skill.

3 cation, allowing rehearsal and refinement of clinical skills.

4 paradigm in teaching and assessing hands-on clinical skills.

5 ement was noted in the observed cognitive or clinical skills.

6 rs and in faculty comfort with evaluation of clinical skills.

7 s by faculty members and residents to assess clinical skills.

8 o be an important component of a therapist's clinical skills.

9 e nutrition have not evaluated its effect on clinical skills.

10 plan for consistent application of a set of clinical skills.

11 confidence in relation to communication and clinical skills.

12 ically based on interpersonal, teaching, and clinical skills.

13 Step 1 as pass/fail and discontinuing Step 2 Clinical Skills.

14 e two groups also differed in the domains of clinical skill (3.75 for patients and 3.35 for physician

15 pediatric ICU rotation was based on bedside clinical skills (31%), communication skills (20%), and b

16 ing averages (rated out of five) by GPs were clinical skill (4.84), a previous positive experience be

17 e were the following: teaching skills (6.3), clinical skills (5.8), mentoring (5.7), academic adminis

18 Clinical skills alone are not typically sufficient for d

19 Judicious use of clinical skills alone should help reduce these risks.

20 become a major area of research for teaching clinical skills and assessing behavior as well as patien

21 raining to improve pediatric musculoskeletal clinical skills and facilitate diagnosis and referral to

22 Handling EMS cases that require advanced clinical skills and treating older patients is associate

23 m were associated with residents' knowledge, clinical skills, and conscientious behaviors.

24 lly ill patients requires medical knowledge, clinical skills, and nonmedical skills, or crisis resour

25 even experienced physicians require periodic clinical skill assessment and retraining.

26 FMG initiated a requirement that IMGs pass a clinical skills assessment (CSA) to achieve ECFMG certif

27 ng a novel clinical checklist for ward care (Clinical Skills Assessment for Ward Care: C-SAW-C); a no

28 The clinical skills assessment scores after the 2-month boot

29 tools, including an intern boot camp survey, clinical skills assessment scores, intern American Board

30 patients is important for performance-based clinical skills assessment.

31 , sensor-enabled breast models were used for clinical skills assessment.

32 train students in universal precautions and clinical skills before the beginning of the third-year c

33 e most crucial element of outpatient care is clinical skill, but they disagreed about the relative im

34 the simulation suite within the Kado Family Clinical Skills Center, Wayne State University School of

35 This included an assessment of clinical skills (checklist of 35 tasks), team-working sk

36 t conditions by auscultation is an important clinical skill commonly learnt by medical students.

37 trition instruction and to advance nutrition clinical skills demonstrated by medical students.

38 decision, and 16 (23%) corrected a previous clinical skill, diagnostic test, or treatment.

39 concerns that IMGs might be lacking in basic clinical skills (eg, history taking, physical examinatio

40 At clinical skills examination pretest, 12 (16%) of 76 simu

41 new US Medical Licensing Examination Step 2 Clinical Skills examination.

42 in its performance is mandated as a required clinical skill for neurology residents by the American C

43 ether VBP is seen as providing a much needed clinical skill for working with the complexity of mental

44 zed patients (SPs) evaluated each resident's clinical skills (history taking, physical examination, c

45 The benefit of PBP methodology to learning clinical skills in comparison to conventional training i

46 st, transient improvement of their perceived clinical skills in critical care procedures and manageme

47 These guidelines emphasize the importance of clinical skills in promptly diagnosing SSTIs, identifyin

48 advances in diagnostic neuroimaging that the clinical skills involved in clinical neurology (ie, hist

49 mains were compared, both groups agreed that clinical skill is most important; however, patients rank

50 rvation of residents and students performing clinical skills is essential for reliable and valid eval

51 tured clinical examination [OSCE]) to assess clinical skills is variable; 82 schools use a final thir

52 equires brain imaging as well as traditional clinical skills, is also important when it will influenc

53 present a great challenge to the wisdom and clinical skill of the physician.

54 Such assessments can be used to benchmark clinical skills of individuals and groups over time and

55 ered nine domains were identified: physician clinical skill, physician interpersonal skill, support s

56 ills (r = 0.715; P < .001), and preoperative clinical skills (r = 0.707; P < .001).

57 dership (r = 0.726; P < .001), postoperative clinical skills (r = 0.715; P < .001), and preoperative

58 formed the foundation on which the requisite clinical skills required to practice as a PA or CE were

59 Likert scale evaluations of clinical skills, standardized examination scores, and wr

60 d attention to teaching and evaluating basic clinical skills, stimulated in part by these concerns an

61 1 previously published systematic review, 3 clinical skills textbooks, and 2 experts in the field, y

62 an, and cellular levels, as well as critical clinical skills to measure multiple realms of function (

63 Despite similarities in clinical skills training and prescribing, there were gre

64 are available for the direct observation of clinical skills, validity evidence and description of ed

65 The periodontist's clinical skill was chosen by GPs as the primary factor i

66 The specialist's clinical skill was identified as the most important fact

67 The 4 most important methods of evaluating clinical skills were peer evaluation, awards, trainee ev

68 the use of standardized methods of assessing clinical skills, while variable, is generally increasing

69 for direct observation of medical trainees' clinical skills with actual patients by educational supe