Sentence examples for basic science knowledge to from inspiring English sources

This may be indicative of a learning gap in the application of basic science knowledge to clinical context.

One way of overcoming this would be to reinforce the knowledge of basic neuro-anatomy and physiology during the clinical teaching sessions, where students would be in a better, mature position to apply their basic science knowledge to clinical situations.

Figure 2 shows that there has been an overall satisfaction amongst the first year students with regard to ILP in CNS as a useful module for understanding, appreciation and application of basic science knowledge to health and disease.

The questions were framed after having focus group discussions, keeping the following themes in mind: utility of ILP as an important means of teaching medical students with respect to understanding, appreciation and application of basic science knowledge to health and disease.

The general purposes of POPS activities include helping students to learn how to apply basic science knowledge to the solution of clinical problems, facilitating students' learning of how to better use sources (e.g., electronic databases, textbooks and peers) that will be available throughout their careers and encouraging students to work cooperatively [ 7].

SimMan not only provides students with an opportunity to apply their integrated knowledge and perform clinical skills on a simulated patient but also helps them to appreciate the significance of acquiring basic science knowledge required to perform these skills.

Their basic science knowledge pertains to the underlying mechanisms of understanding these patient cases, but tends to remain inactivated when they analyse patient cases that to them are not complicated [ 4, 5].

Furthermore, their influence on the retention of basic science knowledge needs to be further explored.

Our overview also highlights the gaps in basic science knowledge regarding how to assess the clinical viability of targeting evolution.

This study highlights the increasingly positive correlation between perceived clinical relevance and the retention of basic science knowledge with progression to more senior years.

When comparing quality improvement knowledge to basic science knowledge, the mean importance rating was 3.2 (SD 0.88).