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The course content was based on previous courses and interventions [ 18, 20- 22] and is shown in summary below: 1. Introduction and group rules 2. Checking activity levels 3. Raising activity levels 4. Catching negative thoughts 5. Balancing negative thoughts 6. Managing anxiety 7. Relaxation 8. New Ways of Solving Problems 9. Integrating and catch up session 10.
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Probably because allowing students access to previous courses is not standard practice, no literature on the reasons for student usage of previous course material could be found.
Notably, in our sample, having taken previous courses on business ethics/CSR does not play a relevant role in students' ethical awareness.
Based upon evaluations of two previous courses on medical informatics and this combined course, we are developing a certificate program on health informatics at UPCH, recognizing the need for inter-institutional collaboration with well-established health informatics training programs.
Other explanations could be that the previous courses on related subjects were given by non-clinicians and/or basic research scientists with no clinical orientation, having a minor effect on the EBM outcomes.
Attending previous courses on food hygiene and foodborne disease was significantly associated (P = 0.002) with a higher percentage of correct answers to questions about risks related to preparation of food in advance and safe working temperatures of the refrigerator (P = 0.038).
The main issue is that the concept is based directly on the students' knowledge from previous courses in math, physics and electronics.
In previous courses, focusing on the analysis of microarray data, we introduced a practical session dedicated to the analysis of trainees' own data, which was highly successful.
The most common complaints about instructor M on previous student course evaluations noted the fast pace of lecture.
These cytokine concentrations were selected based on previous time-course and dose response analyses.
Based on feedback from the previous course, the questionnaire requesting feedback about participants' technical and substantive needs in relation to the creation of a network was distributed during the course, to permit the creation of a network that was much more responsive to the needs of the participants.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com