Sentence examples for methodological competence from inspiring English sources

In addition, they have methodological competence to detect fraud and could be expected to have a professional interest in valid results.

Peer review both of research proposals and of research reports submitted for publication screens for quality, which includes methodological competence and appropriateness as well as for originality and significance, while replication is intended to probe the robustness of results when reported experiments are carried out in different laboratories and with slight changes to experimental conditions.

Our survey suggests that like previous studies [ 18, 19, 23] that found that medical doctors lack methodological competence in critical appraisal skills and EBM, CAM practitioners and allied health care professionals also need skills.

Our survey substantiates and extends findings of previous studies by Olatunbosun et al [ 17] and Awonuga et al [ 3], who also found that clinicians lack methodological competence in critical appraisal skills and EBM.

At the same time, the fact that many journals publish only one or two focus group studies a year could also mean that the methodological competence among editors and reviewers to assess focus group studies is lacking.

Teaching competences (n  = 37) The focus in this category is on the subject-specific and didactic-methodological competences of instructing physicians.

Part of this sharpening is the result of Chomsky's important methodological distinction between competence and performance.

The trustworthiness of the results in a qualitative study is dependent on the researchers' methodological skill and competence.

This domain-specific knowledge includes understanding methodological principles and competence to engage in norm-regulated practices that are at the core of reasonable judgments in those specific contexts … Too much of value is lost if critical thinking is conceived of simply as a list of logical operations and domain-specific knowledge is conceived of simply as an aggregation of information.

While the content of the programme was concerned with the principles of sustainability, its methodological focus on competences was associated with a change in communication practices between teachers and students that have been gradually liberated from the traditional transmission model in favour of a more open and interactive one.

But methodological weaknesses in assessing changes in competence (level 2) and performance (level 3), prevent us from concluding that self confidence results indeed from superior skills and knowledge.