One of the Göttingen professors, for example, lectured on what he called Statistik, which at first was the study of mostly qualitative data about states but soon came to resemble modern statistics as numerical data became more widely available.
Justice Breyer, for example, lectured his colleagues about the reality that everyone will "get sick" and need health care.
For example, lectures may be separated from the course itself.
Similarly, SIV displays a list of evidence alongside its OLM visualisation, for example, lecture slides viewed together with duration or tutorials completed (Kay and Lum 2005).
It shifts from teacher-centered learning strategies (for example, lectures in large auditoriums) to student-centered, self-directed learning methods (for example, active discussions and problem-solving by students in small groups under the guidance of faculty tutors).
For example, lectures introduced active-learning techniques in the context of the biology topics.
For example, lectures delivered in the seating area of the polyclinic while patients wait for appointments, address a range of topics such as 'eating right during Mango season'.
However, they should know the terms by theory and understand the knowledge of theory by practice via for example lectures, seminars, eLearning or skills laboratories.
Such outdated understanding of the problem put brakes on the introduction of new forms of preventive work among youth: for example, lectures, training courses about safe sexual practices, employing peer education technique.
For example, lectures of medical science section consisted of lectures like "factors other than iodine deficiency in endemic goiter", "mechanism of action of enterotoxin of vibrio cholerae", etc. and lectures of environmental science section contained lectures like "biomonitoring of health effects of urban air pollution", "arsenic exposure and effects on liver", etc.
Ethics examinations for students (for example: written, oral, ethics rounds, short papers, and case presentations) and for practising clinicians through continued education (for example: lectures, discussion groups, role play, standardised patients, internet-based cases, ethics rounds, and case study discussions) must be made mandatory [ 9, 80, 81].
