1) objective structured clinical examination
客观结构化临床考核
1.
Didactical experience of clinical probation in thoracic surgery based on objective structured clinical examination for seven-year-programmed medical students;
基于客观结构化临床考核的医学生胸外科临床带教
2) Objective structured clinical examination
客观结构化临床考试
1.
Progress on application of objective structured clinical examination in nursing education;
客观结构化临床考试在护理教育中的应用进展
2.
Practical explore on objective structured clinical examination in evaluation of clinical comprehensive ability of college nursing graduates;
客观结构化临床考试在评价护理本科毕业生临床综合能力中的实践探索
3.
Probe into evaluation on communication ability of college nursing graduates in objective structured clinical examination;
在客观结构化临床考试中评价护理本科毕业生沟通能力的探索
3) objective structured clinical examination(OSCE)
客观结构化临床考试
1.
Study on applying objective structured clinical examination(OSCE) to graduation examination in nursing baccalaureate program
客观结构化临床考试在护理本科生毕业考核中的应用研究
2.
To further improve the quality of objective structured clinical examination(OSCE) of clinical graduating students,explore the problems in OSCE practice,and improve the reliability and validity of OSCE,we conducted a questionnaire-based survey among the students who took the exam.
为了进一步提高临床医学生毕业综合考试的质量,探索OSCE考试实践中的问题,不断提高客观结构化临床考试的信度与效度,对参加本次考试的学生进行调查问卷和结果分析,研究临床客观结构化考试中的质量控制和学生的认可情况,为今后考试提供指导和建议。
3.
Study on application of five-station clinical examination based on standardized patients(SP) and objective structured clinical examination(OSCE) for orthopaedic post-graduates
为探索标准化病人(Standardized Patient,SP)和客观结构化临床考试(Objective Structured Clinical Examination,OSCE)在骨科教学和考核中的应用,建立了基于SP/OSCE的"五站式"临床技能考试,对骨科研究生进行终期考评,对其有效性和局限性进行了分析。
4) Objective Structure Clinic Examination (OSCE)
客观结构临床考试法(OSCE)
5) Objective structural clinical examination(OSCE)
客观结构化考试
6) external structures
客观结构
1.
Thedirect causes of education field are the external structures and the actors\' habituswhich has been constructed according to the external structures of the field,and itsroots of society field are the external structures and the actors\' habitus of the field.
学校教育角色化问题有其直接的教育场域根源，更有着广泛和深刻的社会场域根源，其教育场域根源乃是教育场域的客观结构与场域中行动者据此客观结构而生成的生存心态；其社会场域根源则是社会场域的客观结构和社会场域中的行动者的生存心态。
补充资料：公理化方法(见公理化和形式化)
公理化方法(见公理化和形式化)
axiomatical method
gongllbuafangfa公理化方法化和形式化。(axiomatieal method)见公理
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条