Sentence examples for passive education from inspiring English sources

Examples of such interventions include active clinician education strategies (e.g., academic detailing, educational workshops, and consensus-building sessions), which are more effective than passive education strategies (e.g., distribution of educational materials) (1 ).

There are indications in the literature that interactive and personal educational meetings are more effective than passive education [ 19].

While this kind of passive education clearly plays some role, studies repeatedly demonstrate that its effect is modest and wanes rapidly when discontinued [ 18].

Traditional strategies of implementation of guidelines, like passive education or economic measurements to optimise particular prescribing management have proven to be ineffective [ 19- 21].

Although educational interventions are more popular among clinicians than restrictive interventions, without restrictive or supportive interventions, conducting passive education alone in a hospital has had a little effect on changing prescribing practices for antibiotics [ 69].

In particular, multifaceted interventions involving both physicians (active education through seminars and visits) and the public (passive education through written material and mass media) seem moderately more effective than single interventions [ 51, 54].

Also, both of the studies evaluating provider education yielded favorable results [ 17, 32]; however, other studies have suggested that passive educational interventions are not optimal [ 37].

Finland understood this change and decided to get rid of the passive learning education and lecture format.

This concurs with previous research, such as that of Gilbody and colleagues in 2006 [ 3] which identified that passive provider education or distribution of clinical practice guidelines "have minimal effect on care of depression" (p. 3149).

Passive continuing medical education, or traditional education, appears to be of limited effect in guideline implementation.

The child is not seen as a passive recipient of education or care, but as an active participant.