Sentence examples for conventional curricula from inspiring English sources

Teaching based on PACS or web-based PACS is typically found in conventional curricula.

The attention paid to radiology teaching in the third, fourth, and fifth year of medical training seems to be equally important in both modern and conventional curricula.

Although we build on previous research that states that the conventional curriculum dominates in European medical curricula [12], we also have to admit that a "conventional" curricula can reflect innovative features.

Striking is the large usage of educational radiology software in modern medical curricula (32% vs. 11%) and the dominant teaching via PACS or web-based PACS in the conventional curricula (38% vs. 26%).

More than 70percentt of the European institutions reported the use of e-learning during radiology teaching [34 centers (72%) within conventional curricula and 35 centers (76%) within modern curricula].

The average total number of teaching hours focusing on radiology within conventional curricula is 65 h (SD 24, median 66, minimum 20 and maximum 120), and in modern curricula it is 63 h (SD 33, median 59, minimum 9, and maximum 146).

Within conventional medical curricula, the radiology course is mostly a mandatory building block (87%), sometimes an elective course (6%), or a combination of both (6%).

Building on a distinction between modern and conventional medical curricula, this study looks at differences in the nature of formal radiology teaching.

Of these, 101 were graduates of the PBL-based medical school curriculum and 4,720 were graduates of conventional medical curricula.

In addition, it should be noted that boys, who score high on sensation-seeking and impulsive decision-making, may need interventions different from conventional classroom curricula based on rational decision-making [ 26].

With the development of technology-enhanced activities and curricula, conventional ways of assessing students' knowledge gradually become inadequate to precisely determine their understanding about the dynamic interactions of science systems (Marbach-Ad et al. 2008; Quellmalz et al. 2012; Wu et al. 2010).