The phrase "attachment student" is not correct and does not convey a clear meaning in written English.
It may be intended to describe a student who is involved in an attachment program, such as an internship or practical training, but the phrase itself is unclear.
Example: "As an attachment student, I gained valuable hands-on experience in the field."
Alternatives: "intern student" or "trainee student".
At the start of each attachment student were briefed on the availability of this online learning resource and the need to complete the tests – which counted towards their overall assessment.
Clinical training spans 2.5 years with regular (n = 14) summative assessment of knowledge and skills and at the end of each clinical attachment student attendance and professional behaviour is assessed by the clinical supervisors and students not meeting the defined criteria are barred from sitting summative assessments.
This work is partly supported by the 7th JCO/A-STAR grant 11/03/FG/07/06 to JL and YC and the 8th JCO/A-STAR 1131CFG008 to JL. JZ, an undergraduate of Sichuan University, Chengdu, China, is an attachment student in GIS; LF and DS are supported by the post-doctoral fellowships under the JCO Grants 11/03/FG/07/06 and 1131CFG008, respectively.
At the end of each clinical attachment, students meet with their clinical supervisor for verbal and written qualitative formative assessment and feedback.
X.J.J is an attachment postgraduate student from Shandong University, Jinan, Shandong, China.
Similarly, there should be a mandatory attachment of students to industry for practical hands-on experience at least once during their study period so as to relate mathematics knowledge to the industry.
The overall Effect size (μ1-μ2/σ) of the dermatology attachment on students' diagnostic accuracy was +2.72 [ 17].
Following the clinical attachment the students were given a theoretical exam consisting of Multiple Choice Questions followed by a clinical oral exam.
3.3 Attachment of Students to their Schools: Respondents' feelings towards their respective schools were more or less similarly positive, among HFLE and Non-HFLE schools, on all items.
The main reason for non-participation was unavailability of students at the time of the survey at lecture halls, classroom or dormitory and clinical or community based attachment of students outside Hawassa University college of Medicine and health sciences.
On this three-week attachment the students did not report benefits to their learning from using a portfolio with reflective significant event analyses beyond thinking more about patients they wrote up in their significant event analyses.
