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teaching skills
To arrive at an effective mathematics lesson, good preparation, basic teaching skills and good relationship with the students are prerequisite.
      
Conclusions: LapSim is effective in teaching skills that are transferable to a real laparoscopic task.
      
Improving residents' teaching skills and attitudes toward teaching
      
OBJECTIVE: To determine whether a short, 3-hour teaching skills workshop could improve residents' teaching performances and attitudes toward teaching.
      
We aim to evaluate the effect of this intervention on residents' teaching skills.
      
Integrating teaching skills and clinical content in a faculty development workshop
      
Integrating clinical content with clinical teaching in a faculty development workshop is feasible, can improve clinical and teaching skills, and can facilitate behavior change.
      
Outcomes of a national faculty development program in teaching skills
      
BACKGROUND: Awareness of the need for ambulatory care teaching skills training for clinician-educators is increasing.
      
teaching hospitals to implement local faculty development (FD) in teaching skills.
      
OBJECTIVE: To determine the prevalence, topics, methods, and intensity of ongoing faculty development (FD) in teaching skills.
      
We developed, evaluated, and integrated into our annual objective structured clinical examination a resident teaching skills assessment using "standardized" students.
      
Teaching scenarios have potential as reliable, valid, and practical measures of resident teaching skills.
      
Past participants of the Johns Hopkins Faculty Development Program and other physician-teachers were surveyed in 2002 regarding their teaching skills and behaviors.
      
We developed, evaluated, and integrated into our annual objective structured clinical examination a resident teaching skills assessment using "standardized" students.
      
Teaching scenarios have potential as reliable, valid, and practical measures of resident teaching skills.
      
Past participants of the Johns Hopkins Faculty Development Program and other physician-teachers were surveyed in 2002 regarding their teaching skills and behaviors.
      
Long-term follow-up of a longitudinal faculty development program in teaching skills
      
To enhance the teaching skills of our graduating students we initiated a 4-hour "teaching to teach" course as part of the end of the fourth-year curriculum.
      
Conclusions: The SETOC elicited reliable and valid student ratings that can provide specific feedback to individual faculty with weak or outstanding teaching skills, and identify overall group shortcomings for faculty development.
      
 

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