In advance of the randomized controlled trial, nurses took part in a 2-h instruction meeting about the nurse application.
Students received 13 to 27 h of instruction (per week) depending on their assigned level.
After approximately 45 h of instruction, the learners transitioned into processing signs on a phonological basis (e.g., supramarginal gyrus, putamen).
Each group received 4 h of instruction in which they were taught how to structure an argument in English through activities designed to simultaneously focus their attention on /ɹ/, including explicit articulatory instruction.
However, in the control group, since they did not use Facebook, students' assignments were studied and commented by peers during class time inside the classroom, which is why an extra 40 min was added to each session in addition to the specified 1 h of instruction and in-class interaction.
The intervention included an in-house training course (2.5 h of instruction and role playing) and implementation of the communication tool SBAR.
Interviewers went through at least one week-long interviewer training session lead by one of the co-investigators (RA), totaling nearly 25 h of instruction and mock interviews.
The training consisted of: a 1.5-h interactive instruction, a sit/stand practice period, and ergonomic reminders.
We use the TPC-H DBGEN instruction to generate two "order" tables, with 1.5 million rows and 15 million rows, respectively.
Subjects were emergency medicine residents who had all undergone a 2-day US course as part of their emergency medicine orientation month and had reviewed an 1 h self-instruction computer tutorial on ocular US prior to the study.
