Study Methods. Teaching Centres are provided with a detailed syllabus and reading list for each subject area. Each Unit Syllabus clearly defines the areas that you will be required to cover for each subject and your examination questions will be based on the areas and topics detailed for each unit. It is important to ensure that you obtain a copy of each unit syllabus from your Teaching Centre. Alternatively, this information can be obtained online at xxx.xxx.xxxxxxxxx, in the ‘Single Subject’ section. Each Unit Syllabus is normally linked to one main textbook and the examiners base their questions on the contents of the nominated core text. The Unit Syllabuses also give details of 'Alternative Texts' and texts recommended for further reading. It is advised that you should refer to the 'Alternative Texts' in order to develop your skills and broaden your knowledge of the subject area.
Study Methods. Method 1: Preliminary focus groups Exploratory focus groups were conducted with the CAFA adolescent mothers to understand the experiences of pregnant teens and their exposure to sexual health education and parental communication before their pregnancies. Discussions with these participants served to better understand the appropriate age to target SRH education as well as to identify the issues that most influenced adolescent pregnancies, providing information on where to target prevention efforts.
Study Methods. The Institute on Human Values in Medicine (IHVM) conducted a variety of activities to support and promote the integration of humanities content into medical school curricula nationally. This study sought to identify, collect and exam original materials related to the organizational structure of the institute to ascertain how it performed its work and assess the outcomes of its activities in order to inform current, related efforts. Data was collected using a mixture of methods typical of an historical study: identification and examination of archival records from the three major library archives associated with the IHVM and several additional relevant sites; unstructured interviews were performed with experts having historical memory of IHVM; semi-‐structured interviews with subjects directly impacted by IHVM interventions, such as trainees; collection of survey responses from schools receiving IHVM interventions; and the identification and analysis of publications and reports of the IHVM. The data extracted from these various methods and sources was used to understand the organizational structures, leadership and influence of IHVM’s activities on medical schools and legitimizing agencies of American medical education, such as the Association of American Medical Colleges (AAMC) and the Liaison Committee for Medical Education (LCME). Workshops focused on utilizing qualitative data for analysis was helpful in creating the interview schedules and analyzing content.110 The data support the predictive hypothetical model proposed in Chapter One. The project received Institute Review 110 Two workshops were attended sponsored by the Xxxxxxx School of Public Health, Emory University. Qualitative Research Methods Training Workshop, held August 12-‐15, 2014 and Qualitative Data Analysis Training Workshop, held November 3-‐4, 2014. Board (IRB) approval under Exempt status on June 22, 2016 by the Emory University IRB, Study Number IRB00087873.
Study Methods. All available archeological literature and the records of the Alaska Heritage Resources Survey (AHRS) were reviewed to compile information about previously recorded archaeological and historical sites. Special status sites--properties which have been determined eligible for the National Register and which might be subject to visual impacts--were defined to focus consideration on properties having particular designations reflecting agency priorities for in- place preservation or public interpretation.
Study Methods
