Sentence examples for graduates to evaluate from inspiring English sources

Erick's death raises questions about the ability of the naturopathic profession to educate and train its graduates to evaluate medical research and practice evidence-based medicine.

Bill McDiarmid, the dean of the University of North Carolina, Chapel Hill's education school, says the report should have used information associated with the test scores of students of teacher training program graduates to evaluate the programs themselves.

We carried out a systematic review [ 23] of existing literature on the effectiveness of teaching EBM to post-graduates, to evaluate if the incorporation of teaching into clinical practice had any impact on outcomes.

There have been studies examining the impact of curriculum reform on the first year post graduation [ 4- 11] and various quantitative studies have asked graduates retrospectively to evaluate their undergraduate education, [ 12- 16] but there have been few qualitative studies asking graduates in retrospect to evaluate their undergraduate medical education.

At the end of each semester, all full‐time Homewood graduate programs are expected to review the academic records of their graduate students to evaluate academic progress.

Future studies should look into the prescribing practices of our new graduates to better evaluate the adequacy of the curriculum in training medical undergraduates for the complex task of prescribing.

Followup surveys were mailed to the graduates in March 2003 to evaluate their practice patterns.

The four-week, full-time Ignite program, which Fu attended in summer 2017, teaches working professionals and graduate students how to evaluate, develop, and commercialize business ideas.

It is the responsibility of the graduate committee both to evaluate the progress and direction of the student's research and to plan the student's program during the remainder of his/her training period.

He went to the conference as a Brandeis graduate student "strictly to evaluate it," then found himself in the midst of "a big hullabaloo because minorities were not represented". He eventually was named a Massachusetts delegate to the conference; in 1981 he represented California.

The purpose of this study was to evaluate graduates' clinical competency, as perceived by the graduates themselves and by the experts.