Sentence examples for training academics from inspiring English sources

Quite simply: universities need to stop merely training academics and instead start providing some of the jobs they have trained them for.

Key recommendations included training academics and other university staff to recognise the warning signs of suicide and greater incentives for GPs interested in running health services for students.

By utilising a community researcher approach and training academics to train community researchers we are building future capacity at the local level to reutilise these techniques.

Through hard work and training, academic skills can develop in tandem with physical abilities.

Intervention strategies will include implementation support staff, securing executive support, consensus processes, staff training, academic detailing visits, performance monitoring and feedback, tools and resources, and a communications strategy.

The main reason for health professionals to stay in the public sector may be for future training, academic aspect and gaining experience before joining the private sector [ 25].

Of fellows who suggested 2, 3 or 4 years of fellowship training, academic career plans were reported by 17/27 (63%), 28/38 (74%) and 3/5 (60%), respectively.

The recommended programs for students included career days/fairs, field trips, test-taking skills training, academic-enrichment programs, internships, and summer jobs (Matyas and Dix, 1992).

We also collected respondent sociodemographic characteristics, including age, sex, and primary employer, as well as professional characteristics, including academic rank, years since completion of highest degree, location of scientific training, academic productivity, and funding status.

17 In brief, it included UK GPs with substantial clinical experience and an interest in child health; they had a range of expertise from commissioning, child protection, medical education and training, academic general practice, to NICE guideline development.

The paper draws on data from bi-annual anonymous surveys with students when they attended classes in Cape Town, focusing on their experience and perceptions of the training, academic support, and challenges encountered.