Sentence examples for Integrate competencies from inspiring English sources

She launched the nation's largest integrated four-year dual degree in medicine and public health, a program that aims to integrate competencies of public health and medical professionals to graduate physicians with the skills to solve the complex problems facing local and global communities.

These faculty champions agreed to take a leadership role in integrating PEH into their institutions in a sustainable fashion, lend expertise and support in their institutions and surrounding communities, teach courses, integrate competencies into curriculum, and serve as a model for how to integrate environmental health into health professional education.

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing.

Institutions such as Duke University Medical Center have independently begun to address the need to formally integrate competency training and measure specific educational outcomes during the postgraduate clinical years [ 6].

They positively impact the delivery of healthcare services by using specialty-specific expert knowledge and skills, and integrating competencies as clinicians, educators, researchers, consultants and leaders.

These early phases manifest themselves with adaptations of problem-based learning curricula to increasingly focus on student outcomes, early clinical exposure, and integrating competencies throughout the entire undergraduate coursework [ 7, 10, 13, 14].

The recent rise of interest among the medical education community in individual faculty making subjective judgments about medical trainee performance appears to be directly related to the introduction of notions of integrated competency-based education and assessment for learning.

Denmark and Germany integrate generic competencies into occupational qualifications.

However, these programmes were predominantly designed for resident and clerkship teaching, and teaching quality was assessed at a later time point long after training, offering considerable practical opportunity to integrate new competencies.

There are advantages and disadvantages to this approach, and each medical school should approach the curricular design task carefully, taking into account their educational model and available resources, making explicit efforts to integrate BMI competencies during clinical training.

It is precisely this dimension to which this paper speaks in proposing a systems-based model for integrating research competencies in massage therapy education.