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cme项目
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  s item
     3) The eastern area is "The fringe joins the branch of learning" CME's item is give priority to, but the western area is correct "Specialized theory" CME's item demand is more than the east(x 2=17.12,P<0.002).
     3)东部地区侧重边缘交叉学科CME项目 ,而西部地区对“专业理论”CME项目需求高于东部 (x2 =17 12 ,P <0 0 0 2 )。
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  “cme项目”译为未确定词的双语例句
     Therefore, evaluations of CME are essential, in cluding (1) CME items;
     为此,需要开展CME评价,包括CME项目,课程及考核内容规范化程度的评价;
短句来源
     Based on the practice of CME in north-west district, some of idea is discussed in object, teaching, and teaching site.
     本文根据CME项目在西北地区实施三年的实践,就CME的对象与教学,CME活动与教学基地的问题提出讨论。
短句来源
     Centered on the topic of needs assessment in continuing medical education (CME), the authors described and discussed the definition of educational needs and needs assessment, the requirement and significance of conducting needs assessment, and the methods or techniques which can be used for conducting needs assessment in CME. It is expected that this discussion is helpful for program designers who are responsible for planning CME programs.
     本文围绕继续医学教育(CME)需求评估这一主题,从CME教育需求和需求评估的定义、CME需求评估的重要性和必要性以及CME需求评估的方法与技术三个方面进行了论述,对CME项目教育计划的制定者进行CME项目的设计有参考价值。
短句来源
     Aiming at the existing problems in item training,such as insufficient cognition, decreased pertinence,detained incentiverness,dropping training quality,incomplete evaluation system,and enlarged training gap between two regions,we put forward the macro countermeasures and specific training measures to develop CME trainning and explored the specified methods for multi-CME trainning.
     分析了CME项目培训存在的主要问题,针对认识不到位、培训针对性降低、积极性受挫、培训质量下降、评估体系不完善、地区间培训差距增大等问题,提出了开展CME培训的宏观对策与具体培训措施,探讨了多元化CME培训的具体方法。
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  相似匹配句对
     PROJECT
     项目
短句来源
     Project Database
     项目
短句来源
     Therefore, evaluations of CME are essential, in cluding (1) CME items;
     为此,需要开展CME评价,包括CME项目,课程及考核内容规范化程度的评价;
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  s item
In the lithium iron micas, the inner ferrous quadrupole doublet is assigned to the cis-site M(2), while the outer doublet is assigned to the trans-site M(1).
      
Cation vacancies produced during oxidation are distributed between tetrahedral site T and octahedral site M.
      
Certain near-edge features of C-omphacites reflect the octahedral arrangement of the back-scattering six O atoms nearest neighbours of the probed atom (Mg or Al) located at site M1 of the crystal structure, thus being indicators of short-range order.
      
An initial slight preference of Fe2+ for site M1, up to a temperature of about 850?°C, is followed by a reverse-ordering reaction with a site preference exchange between the two cations.
      
Above this temperature Fe2+ progressively and strongly segregates into site M2 up to 1300?°C, the practical limit of the experimental setup utilized in the experiments.
      
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The only way for popularizing and developing CME is to make the training of the health technical personnel and the health administrative personnel at all levels generally standardized and systematized. Extensive recommendation and education of CME is the key of popularizing CME. The basic hallmark of carrying out CME is to achieve standardization aud systematization of inservice training raelly. The so-called standardization is to change the unstandard old model of spontaneous and scattered technical training,...

The only way for popularizing and developing CME is to make the training of the health technical personnel and the health administrative personnel at all levels generally standardized and systematized. Extensive recommendation and education of CME is the key of popularizing CME. The basic hallmark of carrying out CME is to achieve standardization aud systematization of inservice training raelly. The so-called standardization is to change the unstandard old model of spontaneous and scattered technical training, in order to make inservice training carry out systematically to meet the unitarily approved curriculum and education standards. The so-called systematization means to establish necessary systems, laws and regulations, so that the voluntary and mandatory acception of CME health technical personnel and health administrative personnel are integrated.The essence of CME standardization and systematization is to enable the CME organization, management, system, laws and regulations, curriculum, the content of education and checking to be completely systematized. Therefore, evaluations of CME are essential, in cluding (1) CME items; (2) standardization degrees for curriculum and checking contents; (3) CME systematization and (4) CME efficacy.

普及和发展CME的必由之路是使各级各类卫生技术人员和卫生管理人员的培训普遍达到规范化、制度化。开展CME的宣传教育则是普及CME的关键,真正实现岗位培训规范化和制度化是开展CME的基本标志。所谓规范化,就是必须改变自发的、零散地进行技术培训的非规范化旧模式,而使岗位培训按统一规定的课程和教育标准有系统的进行;所谓制度化,就是建立必要的制度和法规,以把卫生技术人员和卫生管理人员接受CME的自愿性和强制性结合起来。CME规范化、制度化的实质,就是使CME的组织管理、制度、法规、课程设置、教育内容以及教育考核全面迟到系统化。为此,需要开展CME评价,包括CME项目,课程及考核内容规范化程度的评价;CME制度化的评价;CME效能评价等。

Centered on the topic of needs assessment in continuing medical education (CME), the authors described and discussed the definition of educational needs and needs assessment, the requirement and significance of conducting needs assessment, and the methods or techniques which can be used for conducting needs assessment in CME. It is expected that this discussion is helpful for program designers who are responsible for planning CME programs.

本文围绕继续医学教育(CME)需求评估这一主题,从CME教育需求和需求评估的定义、CME需求评估的重要性和必要性以及CME需求评估的方法与技术三个方面进行了论述,对CME项目教育计划的制定者进行CME项目的设计有参考价值。

Based on the practice of CME in north-west district, some of idea is discussed in object, teaching, and teaching site. About objects the author believes that CME teaching should be carried out according to different professor title. Also, some idea are put forward in teaching model, examine, evaluation and teaching site.

本文根据CME项目在西北地区实施三年的实践,就CME的对象与教学,CME活动与教学基地的问题提出讨论。在CME的对象问题上倾向于以职称为界限,按职称高低分为高、中、初三个层次进行有侧重的CME教学活动。对教学形式,以及考试、考核、评估工作的开展,也谈了一些看法,并在教学基地的建设方面,探讨了其意义和重要性,强调了重视临床实践,运用CME的知识和技能解决实际问题。对CME教学基地的基本要求提出了设想。

 
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