The phrase "acquisition of knowledge needed to" is correct and usable in written English.
It can be used when discussing the process of gaining necessary information or skills for a specific purpose or task.
Example: "The acquisition of knowledge needed to succeed in this field requires dedication and continuous learning."
Alternatives: "gaining the knowledge required to" or "obtaining the necessary knowledge to".
We focus in this section on the acquisition of general background knowledge needed to support language understanding and production, leaving discussion of linguistic knowledge acquisition to section 9.
This highly measured and digitalised environment enables facilities to derive the knowledge needed to realise highly efficient and customised demand-driven supply chains, from the acquisition of raw materials, through to the delivery of the final product to the customer.
Under this perspective, students' scientifically incorrect ideas were considered flaws in their knowledge that needed to be eliminated or repaired for knowledge acquisition to be successful.
They are less interested in the acquisition of knowledge and of the critical skills needed to evaluate it, and more interested merely in acquiring and regurgitating those segments of knowledge necessary to obtain a degree.
The learning style Acquisition and Discovery overlap with the focus on the body of knowledge of what needs to be taught.
(Implicit learning is the passive acquisition of knowledge through exposure to information, whereas explicit learning is the active acquisition of knowledge gained by consciously seeking out information).
Competency-based learning is a learning-by-doing training approach that focuses more on correct performance – demonstrating the knowledge, skills and attitudes needed to perform a clinical service according to defined standards – than on simple acquisition of knowledge.
This illustrates the fact that knowledge management needs to evolve from a model that was oriented towards a global knowledge delivery; to an alternative model that emphasizes a personalized knowledge acquisition by users [1].
However, as is common for rare diseases, the acquisition of new knowledge is ongoing and long-term surveillance is needed to ensure that the evidence continues to support the recommendations.
Further study is needed to objectively assess knowledge retention and skill acquisition post-ultrasound training and investigate correlation between ultrasound trained physicians and improved procedural safety.
