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It can be seen, once more, that there is a significant statistical relationship among them, so the students that were satisfied with teachers' group feedback, peer assessment and group reflection think they highly acquired this competency (Table 2).
Across the three levels of the WEB model, the required clinical contact time varied for each competency (Table 2).
For example, one dimension of the rubric for the ATP exam question was multirepresentational competency (Table 3).
This has involved identifying the measurable subcomponents that constitute a competency (Table 3) and then designing the learning tasks to allow students to develop each competency over the two-semester course sequence.
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We developed projects to build these competencies (Table 1).
There were no significant differences between cohorts in the 13 clinical skill competencies (Table 3).
Three quarters (78%) also agreed that the assessment process helped to identify weaknesses and gaps in their competencies (Table 1).
A total of nine expected learning outcomes were extracted from the list of desired competencies (Table 4).
Perceived preparedness was measured for 33 competencies (Table 2), using a 5-point scale (1 = 'insufficiently prepared', 5 = 'excellently prepared').
Careful consideration of the objectives of the SYMBIOSIS modules enabled us to map the modules to these competencies (Table 1).
[FGD, male, MPH5] These 34 competencies were presented in four major groups: Public health management, Training, Research/evaluation, and Leadership competencies (Table 2).
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com