The phrase "assessment with both" is not complete and lacks clarity in written English.
It can be used when discussing an evaluation that involves two different elements or groups, but it needs additional context to be fully understood.
Example: "The assessment with both the qualitative and quantitative data provided a comprehensive overview of the project's success."
Alternatives: "evaluation involving both" or "analysis with both".
Therefore an actual External Quality Assessment with both virus lineages was performed to monitor the improvements in molecular diagnostics.
The translated instrument requires further assessment with both statistical methods and qualitative methods like cognitive interviewing [ 64, 68, 73, 74].
The study protocol consisted of visual field assessment with both Goldmann perimetry and Octopus perimetry on the same day.
We report functional annotations that were significant under MPED assessment with both restriction enzyme libraries (HindIII and EcoRI) or significant with both libraries under dichotomized contact enrichment.
Our local specific needs assessment with both stakeholders and targeted learners found a general agreement that little attention is currently devoted to educating medical students about disability and exposing students to people with disabilities.
The reported prevalence of discordance of HER2 status between primary tumour and metastasis ranges from 0 to 22.2% when assessment with both immunohistochemistry and FISH is considered [ 20, 21, 23, 30].
Table 1 Numbers of subjects and HCPs participating in the MQ studies Study location UK Australia Germany Pharmacists 25 18 27 Clinicians 5 11 11 Total number of subjects recruited 462 471 470 Subjects who completed assessments with both HCPs 439 439 439.
Finally, it is unusual for projects involving faculty development workshops to combine faculty participant self-assessment with both independent evaluation of "workshop alumni performance," such as repeated outside evaluation of their postworkshop teaching, and with separate anonymous assessment of participants' students using cognitive as well as affective measures.
The overlap between the two tools and the wider scope of the RTI item bank explain why the correlation between quality assessments with both tools was positive, but moderate at best.
In testing the correlation between study quality assessments with both tools, the Spearman's rank correlation coefficient was 0.35 for high risk of bias with the NOS and high or unclear risk of bias with the RTI item bank, and 0.38 for high risk of bias with the NOS and high risk of bias with the RTI item bank.
To compare quality assessments with both tools, for each study, we calculated the percentage of responses in the NOS indicating high risk of bias (A), the percentage of responses in the RTI item bank indicating high risk of bias (B), and the percentage responses in the RTI item bank indicating high or unclear risk of bias (C).
