Sentence examples for practice faculty from inspiring English sources

Exact(9)

One undescribed approach for design and delivery of EE programs for schools and colleges, with reliance on volunteer preceptors, is to utilize clinical practice faculty in formal partnerships with EE leadership to enhance curriculum and assessment.

School characteristics included school size, proximity to a large city, faculty's perceived barriers to diffusion of genomics into nursing practice, faculty innovativeness, faculty who have attended a genetics program for nursing faculty, and the integration of genomics into the curriculum.

This article was developed by three full-time pharmacy practice faculty at different colleges of pharmacy who were each tasked with developing a new part-time practice site at a non-academic community hospital.

Workshops were advertised by the RCGP and invitations were sent out from the relevant general practice Faculty.

We encouraged ambulatory practice faculty throughout the year to discuss with residents, during resident ambulatory practices, application of principles learned in the seminar series.

However, some international reports claim that early exposure of medical students to family practice faculty or to family practitioners in their own clinics does not influence primary care specialty choice [ 11].

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Similar(51)

Six pilot workshops were held in the latter half of 2009 in six general practice Faculties (Bedfordshire and Hertfordshire; North West London; North West England; Vale of Trent; Yorkshire; Wessex).

Research is needed to address questions such as: How does feedback that includes clarification about effectively implementing evidence-based teaching practices impact faculty teaching practices?

Faculty identify a variety of barriers to proposed changes in teaching practice; however, faculty also identify a variety of drivers that might help the institution alter teaching and learning norms.

Scholars' professional learning has been characterized by another convergent field of research and practice, namely, faculty development.

Many organizational barriers to technology integration arise from competing tensions between institutional policy and practice and faculty beliefs and abilities.

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