The phrase "application of acquired" is correct and usable in written English.
It can be used in contexts where you are discussing the use or implementation of knowledge or skills that have been gained or learned.
Example: "The application of acquired knowledge in real-world scenarios is essential for effective learning."
Alternatives: "utilization of learned" or "implementation of gained".
Information use is defined as the application of acquired and transmitted information in the decision making of an organization at the strategic and tactical levels.
In addition, it helps in 1) the retention of information (Conway et al. 1991) 2) application of acquired information outside classroom situations (Cole et al. 1976 3) the development of general problem solving capacity (Husen and Juijnman, 1991).
A day field work was organized for practical application of acquired knowledge.
Candidates' attribution of their application of acquired competencies as well as their impact at the workplace varied significantly according to institution of study and educational background.
Institution also contributed significantly to differences between candidates in reported application of acquired competencies, F 5, 397) = 13.178, P <0.001, η = 0.166, with graduates from KIT, INSP, and SPHUWC responding significantly higher than graduates from HSPH, SPHFU, and UMST.
The questionnaire included a component on the extent to which MPH contributed to application of acquired competencies (Cronbach's α = 0.957), to graduates' performance at the work place (Cronbach's α = 0.954), and to their contribution to society (Cronbach's α = 0.940).
This outcomes-based approach, together with strategies to increase student awareness of clinical relevance, will further foster the integration of basic sciences with clinical sciences and enhance application and retention of acquired knowledge for lifelong learning.
The goal will be to develop opportunities for deeper exploration, discussion, and application of the acquired skills during active learning activities that will occur as part of lecture or instructional time.
We investigated participant satisfaction (level 1), participants' gain in knowledge about oncogenetics and participants' self-reported application of newly acquired oncogenetics knowledge in daily practice (level 2).
The third activity required the application of student acquired knowledge of forelimb bones and was used to determine if students could effectively communicate the function of the joints and bones of the dog forelimb through illustrations.
Preprinted orders may also improve certainty in the application of previously acquired knowledge.
