Sentence examples for Theoretical sessions from inspiring English sources

The flow of theoretical sessions was interrupted midway by a practice session where the students had their first contact with the equipment.

Students were required to set, adjust, calibrate, and experiment with the equipment as a dynamic way to understand their working and handling based on the theoretical sessions.

When the theoretical sessions continued, students used the acquired images to learn about data reduction and image processing, procedures and benefits of image stacking and alignment, and the difference between properties such as contrast and brightness.

Following the constructivist spirit of the course, students were expected to build upon previous knowledge from the theoretical sessions and experience from the practical session, group consensus, and experimentation with the equipment to make and support their decisions.

A majority of students (69%%) graded the usefulness of theoretical sessions equal or above 4 (out of 5), compared to 62%% for the image acquisition sessions; the difference is probably due to the added complexity of the image acquisition session, where they are expected to make informed decisions based on previous knowledge.

The course includes theoretical sessions on becoming a mother in a NICU environment, person centered care and breastfeeding physiology.

Four hundred and sixty-nine children were enrolled: the evaluation consisted of a 13 question multiple-choice written test taken at the end of the theoretical session and a semi-structured test at one month.

This theoretical session was followed by a practical education in the structured warm-up program given by the study therapists.

Coaches or team leaders that could not attend the educational meetings were sent the same theoretical session as a slide show presentation and received the practical education by their study therapists before the start of the trial.

The training started with a 1-h interactive theoretical session on hereditary forms of cancer led by a clinical geneticist from a local academic hospital who was familiar with the aims of the program, followed by a 1-h session with two patients of the Dutch BRCA patient organization, who talked about their experiences, discussed ethical issues, and answered questions.

Materials and methods This multimodal training with multidisciplinary teachers (psychologists and doctors) included theoretical interactive sessions (behaviour and environment to inform parents in an acute situation, modalities of communication, and knowledge about the defense mechanisms…) and simulation sessions with professional actors playing child's parents.