Sentence examples for application theoretical knowledge from inspiring English sources

Potential clinical application (theoretical knowledge) to evidence-based guidelines (efficacy knowledge)) and T4 (Clinical care or intervention (applied knowledge) to the health of a community or population (public health knowledge)) researches.

The most current translation model in the literature expounds the 4 T's [ 8]: basic scientific discovery (basic knowledge) to potential clinical application (theoretical knowledge) (T1), to evidence-based guidelines (efficacy knowledge) (T2), to clinical care or intervention (applied knowledge) (T3), and to the health of a community or population (public health knowledge) (T4).

Medieval scholastics pushed further toward the idea of the "practical application" of theoretical knowledge.

At the same time higher education students want to be well-prepared for their professional life and expect more courses with practical application of theoretical knowledge acquired during their studies.

The IBCR-RE training fosters the application of theoretical knowledge gained during the learners' studies.

One of the advantages of simulation is that it allows application of theoretical knowledge to practice [ 11].

Online learning also assists students with the practical application of theoretical knowledge of some aspects of medicine such as cardiology [ 16].

Clinical placements remain an essential opportunity for undergraduate students to practise application of theoretical knowledge and procedural skills in real-world professional practice [ 2].

Consultant Trainers felt that trainees were struggling with the application of theoretical knowledge in real life situations, due to their limited clinical exposure.

The practical application of theoretical knowledge was employed by the students in history taking, general examination, assessment and plan of action and management of the hospital inpatients from the point of view of health practitioners from the outer islands.

The general opinion was that, for various reasons, it was common for groups to ignore the learning goals relating to anatomy, limiting their opportunities to practise the application of theoretical knowledge to clinical cases.