This implies that, while prior experience in a lab course is not sufficient to raise future performance on lab-related activities, increased primary literature comprehension and critical-thinking abilities may do so.
While previous work has identified classroom interventions that improve primary literature comprehension within a single course, our goal was to determine whether including a scientific paper module in our classes could produce long-term benefits.
Primary outcome was patients' comprehension of relevant risk information after the teaching session.
Primary outcome was risk comprehension, including realistic expectations about benefits and harms of interventions.
The purpose of this study is to investigate the effect of the material on the fourth grade primary school students' comprehension skill about fraction concept.
A 2006 study published in the American Journal of Preventive Medicine that examined 200 primary care patients' comprehension of food labels showed, for instance, that only 32% could correctly calculate the amount of carbohydrates in a 20-ounce bottle of soda with multiple servings.
The Wernicke conundrum and the anatomy of language comprehension in primary progressive aphasia.
Therefore, the present longitudinal study explored the bidirectional relations between executive functions and reading comprehension during primary school across a 1-year period.
First, we wanted to determine whether open-note testing provided any performance advantages on an exam requiring both student comprehension of primary literature and critical-thinking abilities.
An underlying assumption of the Figure Facts approach is that students who practice reading primary research articles for comprehension will sharpen their data interpretation skills.
Student comprehension of primary literature was gauged based on performance on lower-level Bloom's questions (Bloom's 1 and 2), while critical analysis was measured by performance on Bloom's 3 6 questions (application, analysis, evaluation, synthesis).
