Sentence examples for curricular approach from inspiring English sources
Recognized shortfalls in how graduate medical education has been delivered have resulted in many medical schools adopting a more integrated curricular approach to teaching [1,2].
Scenarios and resources are included as examples for inclusion in an integrated curricular approach to teaching the ethical use of information.
Evaluation, as a main element of instruction process, besides teaching and learning, must be conceived and realized as an effect of curricular approach of education and instruction.
However, an integrated curricular approach could be applied to solve global challenges of the modern world concerning energy, health, and the environment (Bybee 2010; President's Council of Advisors on Science and Technology (PCAST) 2010).
Our curricular approach allowed 100% of all undergraduate students in our department to participate in authentic research, compared with 15% before these changes.
It is likely that there would be more impact of such an exercise as a part of an overall curricular approach to fostering reflection across the medical school curriculum, with a variety of opportunities to engage in guided reflection.
He also pointed out the incongruity between parents' perceptions of teaching and the new curricular approaches.
Numerous early childhood curricular approaches and models have been popularized over the last century.
Overall, there is no significant difference in the school means of Step 1 total scores and pathology subscores of schools with different curricular approaches.
Work in this area has addressed, among other things, fostering intrinsic motivation and collaborative atmospheres, teacher qualities, attitudes, and behaviors that enhance instructional effectiveness and innovative and flexible curricular approaches (see Esquivel 1995 for review).
The intervention studies that we reviewed used different pedagogical and curricular approaches to teach evolution and NOS than described in our study (e.g., Smith and Scharmann 2008), supporting conventional wisdom that different approaches to teaching subject matter can nevertheless generate comparable learning gains.
