Sentence examples for curricula compared from inspiring English sources

Others reported either slightly higher (Findlater et al., 2012) or equivalent (Bergman et al., 2008) student knowledge of anatomy in an integrated curricula compared to traditional anatomy curricula.

There was a significant effect favouring all curricula compared with control for the longest follow-up periods (OR 0.88, 95% CI 0.82 to 0.95; I²=12%), with a mean risk reduction of 12%.

There were no significant differences in who was considered an ally, or in the reporting of any allies versus no allies between those who implemented formal curricula compared to those who did not.

In total, 37 extracurricular activities have been started by 14 of the 24 (58%) past participants who did not implement formal HHR curricula, compared with 35 extracurricular activities by eleven of the 22 (50%) past participants who have also implemented formal HHR curricula.

The world-wide reform of medical education over the past 40 years that saw widespread adoption of curricula designed around an educational process, for example problem-based learning, has been highly controversial, with ongoing discussion about the educational outcomes of graduates of these curricula compared to previous content-based curricula [ 1- 5].

Several meta-analyses have shown that PBL and traditional curricula do not differ in any way with regard to students' performance on tests of basic science and clinical knowledge [ 6- 8], and studies of students' basic science and anatomy knowledge have revealed neither benefits nor drawbacks of PBL curricula compared to traditional ones [ 9- 12].

Subsequently, curricula were compared on the mean scores for both items and scales using an α of 0.01 and effect sizes were calculated.

The studies of learning styles may shed light in why the differences between performance scores are always so close when medical curricula are compared.

Watmough et al.[ 7, 8] conducted interviews with graduates of both old and new curricula to compare perceptions of preparedness for practice.

All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence".

By individual curricula, social competence curricula (5 C-RCTs/7 arms) compared with control showed a statistically significant result in favour of the curricula (OR 0.65, CI 0.43 to 0.96; I²=0%) and also the combined social competence/social influences (9 C-RCTs/11 arms) compared with control (OR 0.60, CI 0.43 to 0.83; I²=0%).