"frequency of teaching" is a correct and usable phrase in written English.
You can use it to refer to the number of times something is taught, or the rate of teaching. For example, "This school's frequency of teaching suggests that students are learning exceptionally quickly."
However, the frequency of teaching English listening and doing activities was more limited in public schools owing to the fixed teaching hours for English as a subject.
Intervention subjects also increased significantly more than controls in the frequency of teaching learners to elicit patient health beliefs (mean change, intervention +0.81 vs. control -0.33, p = 0.03).
The low frequency of teaching evidence-based assessment mirrors the weak emphasis on assessment as a physical therapist responsibility area among practitioners [E Rotor, Unpublished research] and may explain the very infrequent use of standardized outcome measures among Filipino physical therapists [E Gorgon, A Lugue, M Magsino, Unpublished research].
Focusing on how the U.S. compared to the other countries on the frequency of teaching for conceptual understanding, the post hoc tests indicate patterns in the differences.
In addition, one-way ANOVAs with Bonferroni post hoc tests were conducted to examine whether the frequency of teaching for conceptual understanding in the U.S. was significantly different from the frequency in the East Asian countries.
Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales.
The frequency and method of teaching, as well as other measures aimed to enhance HH compliance amongst medical students, must be re-examined.
Compared to controls, intervention subjects had greater increases in confidence in teaching alcohol screening, and in the frequency of two teaching practices – teaching about screening and eliciting patient health beliefs.
Fig. 4 Frequency of topics taught in evolution-based courses.
Within group changes from baseline to follow-up in teaching confidence and frequency of specific teaching practices were significant for 9 of the 10 comparisons in intervention subjects, and 0 of the 10 comparisons in control subjects.
In terms of teaching activities, participants reported in the follow-up questionnaire that the highest degree of improvement in the application frequency of skills was learnt from itinerant bedside teaching (figure 4).
