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In 1899, Sir William Osler claimed that the complex and growing structure of medical knowledge was associated with difficulties in imparting the necessary skill set for a well-trained physician.
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Students believed that religious beliefs, lack of resources, and an existent extensive medical curriculum would cause difficulty in imparting such an education despite its potential to improve medical research and clinical practice.
There exists an inherent difficulty in imparting knowledge on complex topics that are difficult to grasp for medical students who often have had minimal exposure to direct patient care.
This information is heartening in view of both recent calls for higher quality medical education and the known difficulties that educators face in imparting ethical and professional values to medical students[ 49- 52].
The latter explanation is in accordance with the finding by others suggesting that physicians have difficulties in estimating the amount and type of information that patients want and their effectiveness in imparting information (Blanchard et al, 1988; Mackillop et al, 1988; Wiggers et al, 1990).
This strategy has been found to be effective in imparting and retaining skills (25, 26).
This underlines the shortcomings of the curricula in imparting research skills to residents.
Trained patients are as effective in imparting knowledge to their peers as specialist health professionals.
Altogether, these results conclusively underscore the significance of SMAR1 in imparting resistance toward IR-induced stress.
We found this strategy to be effective in imparting and retaining skills (24, 25).
Sex hormones appear to play a crucial role in imparting protective or predisposing effects [ 24].
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