Sentences with phrase «clinical skill are taught»

Both basic and core administrative and clinical skill are taught.

Not exact matches

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

The professor had just decided to move to Berkeley; but as an attending physician who taught the first - year neurology residents, he recognized that Gazzaley was «extremely well - read» in the neurology literature and had already acquired the clinical skills of a more senior resident.

Cherny, an oncologist and palliative medicine specialist who is chair of humanistic medicine at Shaare Zedek Medical Centre, Jerusalem, Israel, added: «The designation also indicates that the centre is not only providing a clinical service but that it has programmes developed both to push the boundaries of knowledge through research and to teach the essential skills required for the provision of palliative care to cancer patients.»

He came to the United States in 1972 to join what was, at the time, a most renowned pathology faculty at Boston City Hospital and Boston University, where he was honored for his teaching and research skills in both the basic and clinical sciences.

Yoga Skills for Therapists introduces healing professionals to the timeless teachings of yoga that are applicable in a clinical setting — no mat required.

Clinical interventions are designed to teach positive behavior skills and strategies, and address the underlying causes of disruptive behaviors among urban students.

While the potential uses of the IDA Knowledge and Practice Standards document are broad and dynamic in nature, a major goal is to guide the preparation and professional development of those who teach reading and related literacy skills in classroom, remedial, and clinical settings.

Teaching faculty from Nursing, Dentistry, Pharmacy, Medicine and Clinical Therapies are embedding VTS into established courses as a way to deepen students» skills of observation, collaboration, communication and flexibly thinking.

Primary responsibility for the appointment of adjunct faculty is divided among the Director of the Upper - Level Skills Program (who appoints and supervises adjuncts teaching trial and appellate advocacy), the Director of the Clinical Placement Program (who appoints and supervises adjuncts teaching the classroom components of clinical placements), and the Associate Dean for Academic Affairs (who appoints and supervises all remaining adClinical Placement Program (who appoints and supervises adjuncts teaching the classroom components of clinical placements), and the Associate Dean for Academic Affairs (who appoints and supervises all remaining adclinical placements), and the Associate Dean for Academic Affairs (who appoints and supervises all remaining adjuncts).

Although some preparation programs require that students complete as many as 600 clinical training hours through student teaching, other programs — which are all low - quality alternative certification programs — report that their students did not complete any clinical training hours.25 Even the most intensive teacher preparation experiences pale in comparison with the 10,000 hours of deliberate practice that researchers say are needed to develop expertise in any given field.26 While there are isolated examples of excellent clinical residency models that provide students with ample time to practice their skills in a classroom setting, 27 there is not an entire system that supports this approach.

More clinical experience in the classroom, greater emphasis on classes that build teachers» subject knowledge and teaching skills, and better efforts to recruit promising students should be top priorities in any reform efforts, they say.

VBB's community of experienced veterinary volunteers is ready to provide their clinical and teaching skills

Residents are expected to participate in the clinical teaching of interns, veterinary students and veterinary technician students and a commitment to further development of their teaching skills is expected.

Residents are expected to participate in the clinical teaching of senior students, and veterinary technician students and a commitment to further development of their teaching skills is expected.

The veterinary medical complex, comprising the Veterinary Medicine Basic Sciences Building, the Veterinary Teaching Hospital, the Clinical Skills Learning Center, and the Veterinary Medicine South Clinic, is located on South Lincoln Avenue at the southeast corner of campus.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

[2] ABA data suggest that 90 % of law faculty who primarily teach doctrinal courses (i.e., all 2013 full - time «teaching resources» minus clinical, legal writing, and skills teachers) are tenured or on tenure track.

Supervise nursing students in clinical laboratories where they are taught how to perform fundamental nursing skills, such as changing of dressings, administration of medications or other hand - on tasks

However, LPNs learn some clinical skills during nursing school which are not taught in medical assisting programs.

You shouldn't put down «LPNs learn far more clinical skills» then leave a single example of IV placement with the annotation of «While a select few states allow MAs to obtain intravenous line certification, it is not a skill routinely taught during MA school or allowed for practice.»

Online Medical Assisting programs are also available, which aim to provide as much hands - on training as possible to teach the clinical skills that are needed.

These and other clinical skills will be taught intensively in several lab courses and practiced in externships that will be completed in a variety of medical settings.

This workshop is designed to teach you how to think like a supervisor, how to use your clinical skills to challenge and support staff while ensuring quality control.

Amy's approach is to help guide the intern to find their own therapy style while teaching clinical skills.

Our clinical services are focused on implementing the core Social Thinking teachings and related social skills for students with average to above average language and cognition from as young as 4 years old into and across adulthood.

Clinical psychologist Susan Heitler, Ph.D. is author of Power of Two, a book, workbook, and website that teach the couples communication skills that bring relationship and marriage success.

As a clinical professor at BYU, my career has been spent building a robust group program and culture, nurturing strong group research collaborations, teaching and mentoring graduate students in group skills, providing clinical services and serving on various association committees and boards.

After ten years training, teaching, and doing clinical work in the field, she is grateful that she learned from many gifted teachers to use herself not just her skills.

High treatment fidelity is the delivery of the treatment according to the treatment principles performed with good clinical and teaching skills that promote behavior change (Forgatch et al. 2005).