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This situation reflects the compartmentalized and disjointed nature of the typical undergraduate biology curriculum (Table 1).
The resultant two-hour curriculum (Table 2) was titled "Older Driver Safety: Law Enforcement's Role".
The evaluation form included items that asked whether they felt their understanding of the science content had increased by participating in the curriculum (Table 5).
Forty-two percent of the deans identified their school as privately funded; 84% reported that at least 250 students were enrolled in their curriculum (Table S1).
Both students and faculty members perceived the same strengths and weaknesses in the curriculum (Table 4).
Out of the 259 respondent universities, 35 (13.5%) reported to have no GP/FM curriculum (Table 6).
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In this open-ended section of the questionnaire, students provided a comprehensive list of opinions (positive and negative) with regard to the new curriculum (Tables 7 & 8).
We adapted the medical curriculum analysis table and constructed one table per programme, detailing competencies and content covered, year and module in which the competency is addressed and level of Bloom's taxonomy.
'Reading' is also one of the high frequency words in curriculum, see Table 1.
Of note, there was no specific AHD coverage of competencies on collaboration, communication and health advocacy in this formal curriculum cycle (Table 1).
These included being knowledgeable and skilled in health policy development; possessing a university education; and content related to health policy being covered in the curriculum (see Table 2).
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com