Sentence examples for courses were compared using from inspiring English sources

Retention of DMARD therapy was assessed using the Kaplan Meier method, and differences between original and re-employed courses were compared using Log rank statistics.

The self-perceived skills levels prior to and after the course were compared, using Wilcoxon signed-rank test.

Data on acceptability of and satisfaction with each course were compared using a trend test for ordinal data.

The scores on the knowledge questionnaire before and after the course were compared using a paired Student's t-test for pupils and by Wilcoxon signed-rank test for medical students.

For EAE miRNA expression levels were analyzed at three time points during disease course, groups were compared using analysis of variance (ANOVA) with post hoc analysis (Dunnett's T test), and correlations between EAE disease scores and miRNA levels were determined using linear regression.

The vBMD data above the SBC that appeared throughout the whole course of the study were compared using a repeated measures ANOVA.

For in vivo MRS data, the levels of resonances in phase with choline of triglyceride-CH2 Cho, and signal at 2 p.p.m. before and after a 6-week course of neoadjuvant chemotherapy were compared using a paired t-test.

Data on acceptability of and satisfaction with each course and mode of instruction were compared using a chi-squared test for trend for ordinal data.

The overall course rating, design and implementation scores were compared using Chi-square test across the three years by categorizing the percentage score as ">90%, 81-90%, 71-80%, 61-70%, 51-60% and 41-50%".

Expression time courses of orthologous microRNAs and clustered microRNAs were compared using the Pearson's correlation (r) coefficient.

Discrete parameters were compared using the Student test.