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10.5688/ajpe799138 http://scihub22266oqcxt.onion/10.5688/ajpe799138 C5394916!5394916!28435165     free     free     free Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Am+J+Pharm+Educ 2015 ; 79 (9): ä Nephropedia Template TP {{tp|p=28435165|t=2015. Teaching Pharmacology Graduate Students how to Write an NIH Grant Application |pdf=|usr=}}{{28435165}} gab.com Text Teaching Pharmacology Graduate Students how to Write an NIH Grant Application JO: Am J Pharm Educ http://www.kidney.de/pget.php?&tw=1&pmid=28435165 #FOAvip Objective. To fill the gap in grant writing training in pharmacology graduate education using an active-learning strategy.Design. Graduate students wrote subsections of a grant according to NIH guidelines. Students revised their applications based on multiple rounds of critiques from professors and peers throughout a semester-long scientific writing course.Assessment. Prerevision and postrevision grant drafts were graded. Students were provided with questionnaires assessing their perception of the process. To determine the impact of feedback on the proposals, the quality of the pre/postrevision drafts was assessed by professors who were blinded and unaffiliated with the course.Conclusion. Student grades improved significantly upon resubmission. Perceptions of the proposals by blinded faculty members favored revised submissions based on multiple criteria. Survey feedback indicated an increase in student confidence in grant writing ability. The results of 3 independent measures demonstrate that intensive feedback on scientific writing improved the quality of student proposals. Twit Text FOAVip Teaching Pharmacology Graduate Students how to Write an NIH Grant Application ????Am J Pharm Educ http://www.kidney.de/pget.php?&tw=1&pmid=28435165 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=28435165 #FOAvip English Wikipedia <ref>{{Cite pmid|28435165}}</ref> Teaching Pharmacology Graduate Students how to Write an NIH Grant Application #MMPMID28435165 Leak RK; O?Donnell LA; Surratt CK Am J Pharm Educ 2015[Nov]; 79 (9): ä PMID28435165show ga Objective. To fill the gap in grant writing training in pharmacology graduate education using an active-learning strategy.Design. Graduate students wrote subsections of a grant according to NIH guidelines. Students revised their applications based on multiple rounds of critiques from professors and peers throughout a semester-long scientific writing course.Assessment. Prerevision and postrevision grant drafts were graded. Students were provided with questionnaires assessing their perception of the process. To determine the impact of feedback on the proposals, the quality of the pre/postrevision drafts was assessed by professors who were blinded and unaffiliated with the course.Conclusion. Student grades improved significantly upon resubmission. Perceptions of the proposals by blinded faculty members favored revised submissions based on multiple criteria. Survey feedback indicated an increase in student confidence in grant writing ability. The results of 3 independent measures demonstrate that intensive feedback on scientific writing improved the quality of student proposals. äTeaching Pharmacology Graduate Students how to Write an NIH Grant Appl(epmc).pdf DeepDyve Pubget Overpricing