Alternatively, problem based learning (PBL) aims to teach the basic and clinical concepts of disease through the course of solving a clinical problem [ 18].
Although experts can still relate these encapsulated basic science concepts to clinical concepts when they are presented [ 23] to them, detailed relations between clinical and basic science concepts seem to be irrelevant for understanding a clinical problem in educational settings.
Although some of them expressed having difficulties categorizing clinical concepts within a framework of basic science concepts, they all maintained a basic science categorization.
All groups started with an ordering of the concepts that adhered closely to the phases of clinical reasoning (e.g., history, lab, diagnoses) and subsequently added an ordering as instructed: clinical concepts subsuming basic science concepts and basic science concepts subsuming clinical concepts.
However, the experts remained focused on the clinical side of their explanation, described as chains of practice [ 1], whereas the residents used underlying basic science mechanisms for the organization of their maps more frequently, even though they experienced the instruction to order clinical concepts along the lines of basic science concepts as less helpful.
Ultimately, the C-HPP global project initiative will aid by increasing the awareness within the proteomics community regarding the basic concepts of clinical samples.
This chapter covers the basic concepts of clinical development including phases of development, study endpoints, design configurations, control groups, etc., as well as the content of the Clinical Development Plan.
This chapter covers the basic concepts of clinical epidemiology and translational epidemiology; the credibility of a study, bias, confounder, association, causality; and the interpretation of epidemiologic evidence and study designs, ecologic study, cross-sectional study, prospective study, case-control study, nested case-control study, and clinical and community trials.
Yet, there is good experimental and clinical evidence that the basic pathophysiological concepts of stroke are well reflected by our common models, although stroke patient populations are typically more complex than animal populations in standard stroke models.
(E) (indicating that by relating a concept to other concepts, meanings change somewhat) Most resident groups spent much time organizing the concepts along the two structures offered: clinical concepts subsuming basic science concepts or the other way around, basic science concepts subsuming clinical concepts.
