Sentence examples for elicit the understanding from inspiring English sources

The concept map strategy is used to create the learning goal of class and to elicit the understanding of learners.

Following this, a semi-structured interview was conducted using open-ended questions to elicit the informant's understanding of the aims and objectives of the CLAHRC programme, the policy context as they understood it and whether their understanding had changed over time.

Such skills include the ability to elicit the patient's understanding of the illness; determine the patient's sociocultural context and identify any issues that might affect care; communicate effectively across patient-provider social and cultural differences; and collaborate effectively with an interpreter [ 3- 5].

Physicians working with multicultural populations need to know how to elicit the patient's understanding of the illness; determine the patient's sociocultural context and identify any issues that might affect care; communicate effectively across patient-provider social and cultural differences; and collaborate effectively with an interpreter.

The interviews on the ARS and GIW questions sought to elicit the instructor's understandings of the questions they assigned and their rationale for assigning them, the reasons and purposes of why they used the tool (ARS or GIW), and how they used these tools in the greater context of their courses.

Orwell was more of an artist than he liked to let on, but both he and Greene – not alone in the last century – saw the writer's vocation to be a protestant in a catholic society; to see the virtues of the communist in a capitalist state, and vice versa; above all, to elicit sympathy and understanding for those who lie outside the boundaries of conventional approval.

Questions were designed to elicit their understanding of the overall communicative purpose of the research proposal, its intended readership, prominent features of proposals and the rationale behind specific moves/strategies.

The Cognitive diagnostic assessment tasks (CDAT) was designed to elicit students' understanding of the important mathematical concepts and processes that are required for processing whole numbers, fractions and probability effectively (Baturo 2008, p. 4).

Our work draws attention to two areas that are candidates for intervention: i) optimising patient-practitioner interactions during consultations to elicit shared understanding about the presence of depression in LTCs and ii) reconfiguring the structure and organisation of primary care services to facilitate collaborative management strategies for depression in LTCs.

Also, it is difficult to elicit learners' understanding of the dynamic nature of scientific phenomenon by means of administering conventional, text-based, or static visualization assessment.

11 The following stages were used: engagement; eliciting and understanding the patient's perspective in relation to life goals; and exploring the patient's perspectives on both substance misuse and mental health issues in relation to goals.