ライフサイエンスコーパス: curriculum

1 titative skills in the undergraduate biology curriculum.

2 ophthalmic training into the medical school curriculum.

3 partments of epidemiology should build their curriculum.

4 cal education in the standard medical school curriculum.

5 ophthalmic training into the medical school curriculum.

6 the control arm received the standard school curriculum.

7 pment to effectively engage this new type of curriculum.

8 schedule, combined with structured sign-out curriculum.

9 tegrate blended learning techniques in their curriculum.

10 determined suitability for inclusion in the curriculum.

11 rated educational activities into the school curriculum.

12 to occupy only a small place in the overall curriculum.

13 raining on an evidence-based virtual reality curriculum.

14 bserved in children who received >75% of the curriculum.

15 g of K-12 (kindergarten through high school) curriculum.

16 cational progress, and evaluating a surgical curriculum.

17 ics instruction, and proposes a new genetics curriculum.

18 active addition to the undergraduate biology curriculum.

19 Cancer Organization, and followed a standard curriculum.

20 s to incorporate nutrition into the existing curriculum.

21 utrition education within the medical school curriculum.

22 successful integration of nutrition into the curriculum.

23 ll be in a position to enhance their medical curriculum.

24 the MNC as an important part of the required curriculum.

25 r implementation of both formats of the GENA curriculum.

26 d be effectively integrated into the medical curriculum.

27 of benefit to educators who develop advocacy curriculum.

28 or in a specialized course elsewhere in the curriculum.

29 st imaging has improved in terms of time and curriculum.

30 using a defined robotic surgical educational curriculum.

31 ays to incorporate their use into the modern curriculum.

32 ting, and 3) perceptions about the nutrition curriculum.

33 equires drastic changes in the undergraduate curriculum.

34 rom a wide variety of sources for use in the curriculum.

35 chools do not have an identifiable nutrition curriculum.

36 ugh participation in an integrated nutrition curriculum.

37 , and on the very design and delivery of the curriculum.

38 ol classes that received 1, 2, or 3 y of the curriculum.

39 t barriers to full implementation of the new curriculum.

40 ndergraduate medical education critical care curriculum.

41 ry lectures on ethics as part of the medical curriculum.

42 tial of lab-based interdisciplinary graduate curriculum.

43 ning or additional NTS training in a 2-month curriculum.

44 ted that ODT should be part of undergraduate curriculum.

45 ality (VR) laparoscopic cholecystectomy (LC) curriculum.

46 nd collaboratively develop a formal surgical curriculum.

47 d the need for a change in undergraduate ODT curriculum.

48 dardized extracorporeal membrane oxygenation curriculum; 2) defining criteria for an extracorporeal m

49 quirements culminating in a competency-based curriculum; 2) the development of novel learning paradig

50 ificant learning curves were included in the curriculum: 3 abstract tasks, 4 part-procedural tasks, a

51 ation course as a vehicle for delivering the curriculum; 3) outlining a mechanism for evaluating the

52 hours of required instruction in the medical curriculum (35 compared with 75 h).

53 tly improved after the implementation of the curriculum (41.7 +/- 0.9% compared with 50.6 +/- 1.1%) a

54 , there were few perceived hurdles to future curriculum adoption.

55 A national multidimensional curriculum, along with objective assessment tools, has b

56 plines are re-evaluating their undergraduate curriculum amid changing student attitudes towards educa

57 strabismus subspecialization when designing curriculum and accreditation requirements.

58 Virtual reality, cognitive curriculum and animation video programs can be helpful i

59 may be useful as part of a residency skills curriculum and as a means of procedural skills testing.

60 ards the introduction of a specific training curriculum and assessment process to ensure competent rh

61 ention to align their activities (blueprint, curriculum and centre visitation) with the UEMS Section

62 societal training guidelines by providing a curriculum and competency framework to inform the develo

63 idence for the development of an appropriate curriculum and CST approach.

64 Our objective was to evaluate changes in curriculum and culture within a research non-intensive d

65 adaptation of the intervention to the local curriculum and culture.

66 mportance of nutrition in the medical school curriculum and encourages further integration.

67 Program intervention or the usual curriculum and followed for 3 years.

68 or more ethics education both in the general curriculum and in the genetics classroom than is current

69 eractive distance learning computer training curriculum and individualized distance consultation.

70 n progress." This manuscript suggests a core curriculum and necessary training elements for intensivi

71 Our novel curriculum and nonelective hepatology rotation has effec

72 hasis was placed on developing an integrated curriculum and on using innovative methods to incorporat

73 With the move to a more integrated curriculum and problem-based learning at many medical sc

74 prove K-12 science education has ranged from curriculum and professional development of teachers to t

75 Curriculum and role modeling adjustments are necessary t

76 he many "fronts" of the integrated nutrition curriculum and to continue networking and program implem

77 Directors in Surgery (APDS) surgical skills curriculum and to provide a critical appraisal of the in

78 Association for the Study of Liver Diseases Curriculum and Training-First Hepatitis B and C curricul

79 fidence and certainty as part of the "hidden curriculum" and several sociocultural mechanisms regulat

80 integrating evolution throughout the biology curriculum, and incorporating molecular biology and mole

81 may be applied to developing EBR within the curriculum, and to give several models that have been sh

82 for this were, the crammed condition of the curriculums, and the difficulties conducting lectures an

83 each and providing time and structure in the curriculum are also major obstacles to be overcome.

84 Various changes to the curriculum are needed to equip trainees for self-directe

85 pediatric rheumatologists' involvement in 4 curriculum areas relevant to pediatric rheumatology is n

86 ng, appraising, and adapt-ing an established curriculum as an alternative to developing a new one.

87 e, universal delivery) as part of the school curriculum as nine, 60 min weekly sessions.

88 ed in ID, >52% rated their ID medical school curriculum as very good and influential on their interes

89 riculum and Training-First Hepatitis B and C curriculums as well as in LiverLearning.

90 Themes included the student body, faculty, curriculum, assessment and examinations, technology, and

91 Educators continue to focus on curriculum, assessment, and complications.

92 ical/Faculty support, Information Provision, Curriculum Balance and Data.

93 knowledge in advanced research topics where curriculum-based education is yet to be developed.

94 "friends" in isiZulu), is a locally derived, curriculum-based support group focused on coping with lo

95 trauma patients, call for a revision in the curriculum beyond the documentation of participation in

96 aints, we instituted a unique 2-month intern curriculum (boot camp) incorporating knowledge-based, ex

97 rovide evidence of effectiveness for the FRS curriculum by demonstrating better performance of those

98 r Genetics and Cancer Predisposition Testing curriculum by the ASCO Cancer Genetics Working Group, th

99 cology, and access to industry needs so that curriculum can be initiated to educate the industrial ec

100 Here we describe the implementation of a curriculum centered on analyzing personalized genetic-an

101 linical training, and a standardized physics curriculum closely linked to the initial certification e

102 The Curriculum Committee of the Nutrition Academic Award (NA

103 the types of physicians involved in teaching curriculum components related to pediatric rheumatology.

104 umatologists to address rheumatology-related curriculum components.

105 The curriculum consisted of proficiency-based psychomotor tr

106 a 13-hour longitudinal residents-as-teachers curriculum consistently showed improved teaching skills,

107 A curriculum consisting of preoperative training, intraope

108 ble software tools developed by the BioQUEST Curriculum Consortium to help students learn how to inte

109 ve care medicine training, teaching methods, curriculum content, assessment, and hours of student con

110 s, and emotion management; or their standard curriculum (control).

111 Medical Education (who chaired the team), a curriculum coordinator, faculty representatives, and a m

112 linkages with other elements of the existing curriculum creates the opportunity to add nutrition cont

113 survey to microbiology course directors and curriculum deans at 142 US medical schools accredited by

114 A simulation-based ML curriculum decreased operative time, improved trainee pe

115 lassroom nap opportunities due to increasing curriculum demands.

116 on the concepts of effective adult learning, curriculum design, and optimization of presentation skil

117 es and program directors for the purposes of curriculum design, review, and trainee assessment.

118 Few fellowship programs have developed a curriculum designed to teach palliative care precepts to

119 rticle describes the comprehensive nutrition curriculum developed at the University of Colorado Schoo

120 f tools that are currently being taught in a curriculum developed at the University of Texas, based o

121 iterature regarding critical care ultrasound curriculum development and evaluation.

122 use these methods was defining competencies, curriculum development and renewal, and assessment.

123 Curriculum development included focus groups, extensive

124 Several recent papers address curriculum development, which may be of interest to cata

125 This curriculum does not segregate portable handheld surface

126 utational biology skills within a structured curriculum during their education.

127 Surgery (FRS) proficiency-based progression curriculum effective for teaching basic robotic surgery

128 ment systems can be developed that integrate curriculum-embedded, benchmark, and summative assessment

129 A core curriculum embraces CST modules in breaking bad news and

130 HVC education are experiential learning and curriculum, environment and culture, clinical support, r

131 ng is complicated by the fact that no formal curriculum exists for training in research and oversight

132 ership positions; mentoring; modernizing the curriculum; experiential learning; and the need for bett

133 ch evolution through building a postdoctoral Curriculum Fellows Program that provides a collaborative

134 ecember 2004) because of its position in the curriculum (first year), special content and methods, an

135 The evaluation of the curriculum focused on 3 areas: 1) hours of nutrition ins

136 cant cross-center collaboration to produce a curriculum focused on enhancing AF scientific competenci

137 The curriculum focused on principles of HIV care and health

138 ed subjects (n = 10) completed a VR training curriculum followed by 3 porcine LCs each.

139 used critical care echocardiography training curriculum followed by performing 20 transthoracic echoc

140 evelop and validate an ex vivo comprehensive curriculum for a basic laparoscopic procedure.

141 ny recent studies that expand the simulation curriculum for anesthesia education.

142 f a structured virtual reality (VR) training curriculum for colonoscopy using high-fidelity simulatio

143 We developed and evaluated a curriculum for continuing medical education for pediatri

144 ted a focused transthoracic echocardiography curriculum for critical care medicine fellows participat

145 roviding a virtual AF training and mentoring curriculum for early-career basic, clinical, and populat

146 resulted in establishment of a formal AI-ML curriculum for future residents.

147 ghtfully introduced into a surgical training curriculum for it to successfully improve surgical techn

148 cipation in a comprehensive ex vivo training curriculum for laparoscopic colorectal surgery results i

149 sidency training or a comprehensive training curriculum for laparoscopic colorectal surgery.

150 Six PCPs underwent Internet Curriculum for Melanoma Early Detection (INFORMED) train

151 A competency-based training curriculum for novice laparoscopic surgeons has been def

152 Implementation of a comprehensive curriculum for surgical WRs led to significant improveme

153 terventions, and proposes changes to nursing curriculum for the future.

154 erally sponsored initiative to develop a new curriculum for the internal medicine core clerkship.

155 e development and pretesting of the genetics curriculum for the project with the expectation that the

156 ts were required to train on a VR simulation curriculum for the same duration and skill attainment le

157 is under-utilized and lacks a comprehensive curriculum for this purpose; hence there is a critical g

158 s currently no validated, uniformly accepted curriculum for training in robotic surgery skills.

159 The authors have developed an effective curriculum for training teams in robotic surgery.

160 Currently, the curriculum for trauma anesthesia requires only that resi

161 nvestigate the effects of a simulation-based curriculum for ward-based care on ward round (WR) perfor

162 cessible has driven the evolution of the NIM curriculum from CD-ROM-based delivery into a more modula

163 This curriculum fulfills educational requirements, without ne

164 e increased training requirements for such a curriculum, further study is needed before the addition

165 ed by the NIH-NIDCR R25 Oral Health Research Curriculum Grant.

166 that served as the basis for production of a curriculum guide and faculty resource package.

167 uracy goals of the FLS laparoscopic suturing curriculum had limited impact on participant skill trans

168 hese data suggest that a structured surgical curriculum has advantages in teaching subspecialty surge

169 ve, stratified, benchmarked, whole-procedure curriculum has been developed for a modern high-fidelity

170 ricula; however, no consensus on the optimal curriculum has been established.

171 rams with complementary/alternative medicine curriculum has held steady at 24%.

172 al school faculty, applicants, and students; curriculum hours devoted to new multidisciplinary or non

173 -nutrition educators are challenged to share curriculum ideas and to explore ways to use technology t

174 ltiple exposures to nutrition throughout the curriculum (ie, vertical integration).

175 Hundred percent of subjects felt that the curriculum improved their practice.

176 The Lapco TT curriculum improved training performance in the short- a

177 2007 (before instituting the professionalism curriculum in 2008) and again in 2014.

178 in a national surgical resident preparatory curriculum in 2013 and 2014.

179 whether an annual, year-long professionalism curriculum in a large surgical residency can effectively

180 ethics were an integral part of the medical curriculum in Germany between 1939 and 1945.

181 MICs, a clinically integrated e-learning EBM curriculum in reproductive health compared with a self-d

182 ch to incorporating laser refractive surgery curriculum in residency education.

183 ers a unique opportunity to innovate a novel curriculum in the anesthesiology residency.

184 ance reflects the value of a professionalism curriculum in the care of the patients we seek to serve.

185 A 13-hour curriculum in which residents practiced teaching and rec

186 tart Infants Growing on Healthy Trajectories curriculum included messages about infant feeding, sleep

187 The original curriculum includes 24 objectives and has been offered i

188 tandardized operating room teamwork training curriculum, including principles of communication, asser

189 to determine whether an integrated nutrition curriculum increased the performance on nutrition-orient

190 A communications curriculum instituted in 2000-2001 at 3 US medical schoo

191 With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical e

192 esigned and evaluated a game-based preschool curriculum intended to exercise children's emerging skil

193 nts and help to promote incorporation of the curriculum into more medical schools.

194 The curriculum introduces a simple, stepwise framework for d

195 The ML curriculum involved Web-based modules followed by traini

196 shift-work schedule with structured sign-out curriculum is a viable alternative to traditional work s

197 The resulting GENA curriculum is based on 24 objectives arranged into modul

198 A peer mentor training curriculum is described, and the current status of the e

199 A curriculum is emerging that utilizes a variety of simula

200 However, this part of the curriculum is not a major focus of most science departme

201 Implementation of the curriculum is ongoing.

202 A published managed care curriculum is reviewed as an educational case example.

203 Simulation-based airway management curriculum is superior to no intervention and nonsimulat

204 ust another topic vying for inclusion in the curriculum; it is an essential foundation for a biologic

205 Information about the features of each curriculum, its use of 9 principles of adult learning, a

206 The graduate curriculum itself is built on three primary cores: envir

207 ing teaching styles to a structured surgical curriculum led by 2 dedicated preceptors, and we evaluat

208 ficient and effective approach to developing curriculum materials that can be deployed in a research

209 rce limited settings, using freely available curriculum materials, existing programme structures, and

210 ssistance in the form of written and lecture curriculum materials.

211 e, duration, composition, and setting of the curriculum, means of evaluation, and outcomes.

212 The development of a new trauma curriculum must take this significant change in residenc

213 his article illustrates one way that the NAA curriculum objectives can be translated into specific co

214 A curriculum of deliberate individualized practice on a VR

215 cation needs to be considered as part of the curriculum of undergraduate and postgraduate students.

216 The broad goal of a curriculum on disparities should be for learners to deve

217 ow it can be used to make decisions within a curriculum or for bioinformatics training.

218 Schools were randomized to receive regular curriculum or Healthy Buddies lesson plans.

219 This curriculum outlines a new approach to training intervent

220 The Prerequisite Curriculum (PRC) contains 75 segments organized with tex

221 Data from the Intercollegiate Surgical Curriculum Programme and the eLogbook databases for all

222 We then assess the current efforts of curriculum reform to incorporate professionalism and the

223 common surgical conditions addressed by the curriculum relating to the Membership Examination of the

224 italize on limited equipment, personnel, and curriculum resources.

225 e implementation of the integrated nutrition curriculum resulted in a doubling of the total hours of

226 Jonathan Samet (1994-2008) oversaw a major curriculum revision and expanded the Department signific

227 A proficiency based VR training curriculum shortens the learning curve on real laparosco

228 The basic nursing curriculum should include self-care management strategie

229 uction in anxiety symptoms relative to usual curriculum (SMD -0.65, 95% credible interval -1.14 to -0

230 ential solution is to modernize the genetics curriculum so that it matches the science of the 21(st)

231 describe the rationale and design a dietary curriculum specifically addressing the educational requi

232 nees to a structured training and assessment curriculum (STAC) group or conventional residency traini

233 s programs (n = 7; mean MERSQI score, 11.3), curriculum structure (n = 3; mean MERSQI score, 9.5), mu

234 challenges in meeting the needs of changing curriculum structure and content.

235 and educational impact of a unique web-based curriculum system on prematriculated TS residents.

236 The Lapco TT curriculum tailors key teaching skills for laparoscopic

237 iewers selected studies for inclusion if the curriculum taught QI principles to clinicians and the ev

238 ational outcomes were assessed with national curriculum test results for children resident in England

239 y must be acquired within a competency-based curriculum that begins in the surgical skills laboratory

240 ma and Emergency Preparedness has designed a curriculum that can serve as a template for this importa

241 A training curriculum that concentrates on eye movement control inc

242 The results indicate that a training curriculum that concentrates on eye-movement control can

243 is dilemma is a unified introductory science curriculum that fully incorporates mathematics and quant

244 s, course directors may design an integrated curriculum that includes at least 60 minutes of instruct

245 A focused transthoracic echocardiography curriculum that includes quantitative measures of profic

246 with the ABIM to develop a competency-based curriculum that incorporates the Maintenance of Certific

247 The need for a nutrition curriculum that is more flexible and more accessible has

248 In addition to an integrated curriculum that nurtures speech, language, and literacy

249 Recent studies describe a curriculum that uses a range of simulation modalities, i

250 ervention is a project-based research ethics curriculum that was designed to enhance the ability of s

251 This article describes a new curriculum that was developed collaboratively by the All

252 be taught to aspiring surgeons as part of a curriculum thereby decreasing the learning curve associa

253 cuss future strategies to flip the neurology curriculum through contextualization of the benefits and

254 eadth requires a robust and diverse training curriculum to ensure graduates of CCT training programs

255 ening a Western graduate medical and nursing curriculum to HCWs in resource-limited settings is feasi

256 many opportunities within the undergraduate curriculum to help students to use, develop and apprecia

257 pic Colorectal Surgery designed the Lapco TT curriculum to improve, standardize, and benchmark the qu

258 icacy of an integrated undergraduate medical curriculum to increase the quantity of nutrition instruc

259 ped and distributed a CD-ROM-based nutrition curriculum to medical schools since 1995.

260 This may encourage the development of a curriculum to meet the workforce.

261 nto a national surgical resident preparatory curriculum to prepare senior medical students for this i

262 rograms must institute a competency-oriented curriculum to provide interns with the necessary knowled

263 A multimodal curriculum to teach critical care within a maternal-feta

264 care fellows should acquire; 2) developed a curriculum to teach those skills and knowledge, includin

265 ASP, and this has led to the development of curriculum to train more ASP physicians.

266 n must be integrated into the medical school curriculum to train physicians who can effectively provi

267 es little to bridge the cultural divide, the curriculum too focused on solving narrow problems (e.g.

268 At PT, curriculum-trained residents (n = 11) scored higher than

269 a simulated OR, nontechnical performance of curriculum-trained residents improved significantly from

270 trol trial, implementation of the FRS skills curriculum using various simulation platforms led to imp

271 This innovative curriculum utilized technology to target HCWs with limit

272 d robustly with an evidence-based structured curriculum, vary in their method of delivery, content, a

273 al are identified and cited in the text; his curriculum vitae is provided as a supplementary file wit

274 , and why richer information than a standard curriculum vitae/biosketch might provide a more accurate

275 teaching LGBT-related content in the entire curriculum was 5 hours (interquartile range [IQR], 3-8 h

276 The curriculum was based on the "briefing-intraoperative tea

277 A curriculum was developed and implemented in workshops in

278 A professionalism curriculum was developed focusing on specific resident p

279 of basic oral science education for the DDS curriculum was established at the University at Buffalo.

280 The curriculum was grounded in Next Generation Science Stand

281 A new methods curriculum was instituted for upper-level epidemiologic

282 Contact hours allocated under the curriculum was less than 1 wk in the great majority.

283 16 LGBT-specific topic areas in the required curriculum was lower: at least 8 topics at 83 schools (6

284 Fellows' impression of the curriculum was positive.

285 The curriculum was pretested with Native American students,

286 The MNC and the nutrition curriculum were evaluated as part of this 3-y comprehens

287 ory Management Towards Accreditation (SLMTA) curriculum were used in 6 MOH laboratories.

288 om 7 schools were trained on an As education curriculum, whereas the remaining 7 schools without any

289 gy was also observed after completion of the curriculum, which suggests that more exposure to CLD cou

290 or the project with the expectation that the curriculum will be useful for genetics educators working

291 This dietary curriculum will establish rigorous guidelines to assess

292 making up this supplement, and the proposed curriculum will provide intensivists with a detailed roa

293 rgery and by providing a structured research curriculum with appropriate oversight.

294 e rotation; and 3) attempted to evaluate the curriculum with attitude and knowledge assessments.

295 An organized surgical curriculum with defined expectations using simulation an

296 ve benefit to patients by applying a concise curriculum with limited content.

297 on a proficiency based virtual reality (VR) curriculum with that of a traditionally trained group.

298 d mastery learning (SBML) self-care training curriculum with usual VAD self-care training.

299 om CD-ROM-based delivery into a more modular curriculum with Web delivery.

300 d a formal health care policy and management curriculum, with integration into preexisting protected