Sentence examples for skill to discuss from inspiring English sources

Session 2 uses role play exercises with standardized patients to teach the skill to communicate the benefits/harms of a decision that is framed by prognosis and the skill to discuss prognosis explicitly.

The lack of skills to discuss lifestyle is a major experienced barrier in the literature [ 28, 34].

It suggests that trained supervisors selected more effectively the type of communication skills to discuss during feedback and did not avoid addressing poor performance.

Other important determinants are knowledge of disability policies, recognition of the risk of long term disability, and the necessary skills to discuss issues related to RTW.

It is more important that it is packaged appropriately and specifically for use by policymakers and that policymakers are equipped with the necessary skills to discuss and evaluate the quality of evidence they are presented with [ 28].

As such, a needs assessment in the Ugandan context should explore the environmental constraints (e.g. access to condoms), abilities (e.g. skills to discuss delayed sexual intercourse or use condoms) and socio-economic and cultural factors (e.g. gender norms concerning sexuality, stigma and taboos, poverty leading to risky sexual behaviour, collectivism) present in a sub-Saharan context.

We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors' ability to identify residents' good and poor communication skills and to discuss them interactively during feedback.

These formally organized groups meet regularly to provide opportunities for staff with common interests and responsibilities to develop and practice skills and to discuss challenges and strategies.

Motivational interviewing techniques were introduced to raise their counseling skills and to discuss how these techniques may benefit the use of the abuse screening tool (33).

There were also monthly peer educator meetings aimed at enriching their sexual and reproductive health knowledge and community engagement skills and to discuss experiences and challenges.

How do we take the best of both educational models -- the power of digital learning technologies to deliver academic knowledge and the skill of professors to discuss and debate such academic knowledge -- and align them?