Sentence examples for a course in communication from inspiring English sources

Responsiveness was indicated by increases in SEPCQ scores after a course in communication and peer-supervision (Cohen's d (range): 0.21 to 0.73; p: 0.053 to 0.001).

Internal consistencies (Cronbach's alpha) were calculated together with the baseline to14-16 weeks test-retest correlation for students who had completed the SEPCQ both before and after a course in communication and peer-supervision (Sample 2B).

A medical student described participation in a course in communication: The course was limited to one specific arena and not defined as a learning activity with evaluation and learning outcomes all the way through our clinical training.

The objective of the present study was the development, implementation, and evaluation of a course in communication skills for medical students and the identification of the most effective components for future courses in the new curriculum at our medical school.

A course in communication, we can conclude, must not simply focus on handling well-understood information in a stylised manner; pharmacological communication needs to be integrated into subject matter courses and practical work.

Attend the general requirements of having a course in communications (communication, writing speech), and one in arts and humanities.

Prerequisite: Completion of a course in psychology, communication, human-computer interaction, or a related discipline, or consent of the instructor.

However, this interpretation finds support in the results showing that physicians who previously had participated in a standard course in communication had higher SEPCQ scores than physicians who had not.

Furthermore, a 5-day course in communication is now mandatory in the postgraduate training of doctors, so the psychosocial aspect of a cancer diagnosis has become much more recognised during our study period.

And in that context, Jacqueline describes the 'intensive' ten-day hostage negotiation course that she recently attended which was, in reality, a course in teaching 'non-violent communication'.

Based on previous findings [ 63– 65], we therefore expected that the students' motivation to learn (CRMTL) and their pre-course self-efficacy (CRSE) with respect to their ability to learn the skills taught in a course in peer-supervision and communication would predict the learning outcome, i.e. changes in their scores on the SEPCQ.