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Evaluation of student learning of EBP content was most frequently accomplished through written examinations, completion of an undergraduate thesis, oral reports, and written assignments.
Lectures and journal reports were the usual teaching methods (96.4%, 27/28 and 89.3%, 25/28, respectively) while written examinations, completion of an undergraduate thesis, and oral reports (82.1%, 23/28, 78.6%, 22/28, and 78.6%, 22/28, respectively) were often used in evaluation.
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It involved a physical examination, completion of a comprehensive questionnaire and donating blood for tests.
Abdominal ultrasound examination, completion of a standardized questionnaire, compilation of anthropometric data and blood tests were used.
In the experimental group, one participant declined further treatment following an implant failure and another failed to come in for follow-up examinations upon completion of the treatment.
The written component of the exam may include multiple-choice questions (MCQ) and short-answer essay questions [ 1, 3], whereas the clinical portion may involve a long- or short-case examination, the completion of an objective structured clinical examination (OSCE) or other modified forms of long-case examinations [ 2, 3, 5, 7].
Facilitators completed the MCQ examination after completion of the course only.
Potential predictor variables representing available measures of medical school performances relating to re-examinations, grades, completion time, and dispensations were examined, as was demographic variables.
All samples were processed for conventional histo-pathological examination after completion of the fluorescence imaging studies.
Participants were evaluated for non-specific back pain through a thorough physical examination and completion of the Oswestry Low Back Pain Disability Questionnaire and the Roland and Morris Low Disability Questionnaire.
Data were obtained from physical examination and completion of the questionnaire.
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