The phrase "ability outcomes" is correct and usable in written English.
It can be used in contexts related to education, assessment, or performance evaluation, where the focus is on the results or achievements related to specific abilities.
Example: "The program aims to improve students' ability outcomes by providing targeted support and resources."
Alternatives: "skill results" or "competency outcomes".
Although the literature is sufficient to confirm that rehabilitation services result in improved clinical and functional ability outcomes, the effects on mood, vision-related quality of life (QoL) and health-related QoL are less clear.
Although formal training in general practice is quality assured, such processes are not currently present to assure ability, outcomes or patient safety within the GPwSI in surgery system.
Immediately after patients had received their CCTV (before the start of the training program in the treatment group) baseline measurements (i.e. the visual reading ability outcomes and the 'Activity Inventory') were administered by students during a home visit.
Major concepts tested included imaging ability, outcome expectancy, history of imagery use, match with preferred coping style, and perceived credibility of the imagery provider.
This pilot study examined variation in pain outcomes achieved with progressive muscle relaxation (PMR) and analgesic imagery interventions among hospitalized patients with cancer pain, and assessed the influence of four individual difference variables (cognitive ability, outcome expectancy, previous experience, and concurrent symptoms) on pain relief achieved with each intervention.
Reading comprehension is another visual reading ability outcome measure that was used.
The effects of training were evaluated in terms of change in visual reading ability (primary outcomes) and perceived quality of life and related topics (secondary outcomes).
These activities are commonly referred to as team processes, which convert inputs such as individual members' abilities into outcomes such as team performance [2].
Competence-based education (CBE) is organised around competences, or predefined abilities, as outcomes of the curriculum.
Cochlear implants can have impressive effects on a child's language abilities, yet outcomes remain variable across the paediatric population.
We expected therefore to recruit infants across the severity levels and for this reason used regression to enable us to account for differing motor ability affecting outcome.
