This work generally implies that the presence of an educator with such characteristics is a major factor in ensuring a valuable clinical learning experience [ 9].
While there was agreement on 57 characteristics, educators tended to value characteristics within the themes of 'willingness', 'professionalism' and 'personal attributes' more than characteristics in the 'knowledge and understanding' theme (Table 2).
The findings of this study demonstrated a number of characteristics of educators in the two study areas that may influence their role as educators and potential implementers of interventions.
This indicates that entrepreneurial behavior is less related to educators' personal and professional characteristics.
Our research builds on this and has identified specific challenges students have when building phylogenetic trees and will help educators understand which structural characteristics of a tree are easily adopted and which are more difficult for students to incorporate.
These criteria are recommended for authors, referees and educators and include calibration characteristics (sensitivity, operational and linear concentration range, detection and quantitative determination limits), selectivity, steady-state and transient response times, sample throughput, reproducibility, stability and lifetime.
Therefore, the aim of this study was to ascertain clinical educators' views on the characteristics that they perceive demonstrate that a student is well prepared for clinical learning.
The findings of this study demonstrated a number of characteristics of educators in the two study areas that may influence their risk for developing NCDs and their potential as role models for learners.
Diversity, interest in work, loyalty, enjoyment of teaching, and providing opportunities for learners to learn and use their ideas in teaching and learning process are other characteristics of an educator with entrepreneurial behavior (Rasmussen and Sorheim, 2006).
Finally, policy makers need to design programs to enhance the factors of science giftedness and the country needs policies to help all stakeholders (parents, teachers, and educators) to identify the latent characteristics of science giftedness in the populace.
