The influence that the researcher plays in designing and interpreting studies has resulted in qualitative methods being viewed with scepticism by the medical community [ 15].
One of the outcomes from our evaluation of current methods (Section 4) was the fact that many methods are viewed as difficult to use, time consuming and requiring a lot of training.
Typically, tasks, in the tradition of test method, are viewed as "necessary evil" tools needed to access a person's construct.
Consequently, and to the point that GRADE is perceived as being closer to those issues that professionals have to deal with in practice (outcome grading, process systematics, explicitness in the grading of recommendations), to a certain extent this new method is viewed favorably and appears to promote reflection.
Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning.
Thin sections of cells prepared using a previously described freeze-substitution method [37] were viewed on an electron microscope H-76000, HitaCo. Co., Tokyo, Japan) at 100 kV.
Consecutive washes were performed using this method before samples were viewed using a Leica MZ16F stereomicroscope and images captured using the in-built camera.
Conitzer and Sandholm (2005) take these ideas further by classifying different voting methods according to whether or not the methods can be viewed as a maximum likelihood estimator (for a noise model).
In fact, compositional methods can be viewed as the reinterpretation of data compression methods, well known in the literature [ 10, 11].
For example, iterative methods can be viewed against matching pursuit background, and many unsupervised learning methods like [11] can be switched to a statistical framework.
