Sentence examples for constructing a question from inspiring English sources

A greater emphasis on constructing a question, searching the literature and critical appraisal is placed in the intermediate years, whilst the final years concentrate on application of EBM principles in clinical practice.

It is important to identify when certain aspects of EBM, be it constructing a question, searching the literature or critically appraising evidence, should be delivered within the undergraduate program in order to ensure that students obtain a satisfactory level of competence in EBM and are able to implement it throughout their clinical years.

For example, in the phrase he likes apples there is a dependency link from likes to he, since it is possible to construct a question who likes apples?, having he as an answer.

Assuming that all of the six sections in the two tests are measuring a single construct, a question one could ask is, in order to assess learners' English proficiency, do receptive skills and productive skills need to be measured separately?

David Gregory then constructs a question out of a quip Obama made at a basketball game that I do not understand because my SAT score was too high.

For example, the Instructor Team constructed a question asking students to determine the best placement of mitochondria on a phylogenetic tree (Brickman, 2008, slide 40).

This study addresses two gaps in the literature: 1) conducting the first phase of a multistep validation process of SCT in Plastic Surgery, and 2) providing an objective methodology to construct a question bank based on SCT.

Step 1 requires knowledge to construct a question using the PICO mnemonic, Step 2 requires the acquisition and application of literature searching skills across a variety of databases, Step 3 requires a certain level of expertise in epidemiology and biostatistics, and Step 4 requires an ability to synthesise and communicate the results to relevant parties (i.e. health professionals, patients).

Students in the DID group had a higher self-perceived competence in completing step 1 (constructing a clinical question) and step 2 (searching the literature) of the EBM process in comparison to the BL group (Table  3).

Limited emphasis is placed on assessing other key aspects of the EBM process including constructing an answerable question, acquiring and applying the evidence.

Both tasks require students to (i) identify an appropriate clinical scenario, (ii) based on the scenario, construct a clinical question, (iii) identify an appropriate study from the literature to answer the question, (iv) critically appraise the article, (v) implement the findings to their clinical scenario).