Ying Gao, Zheng Zhong, Dengwei Zhang, Jian Zhang, Yong-Xin Li
Exploring the roles of ribosomal peptides in prokaryote-phage interactions through deep learning-enabled metagenome mining
Microbiome
comprehensive review critically examines uk medical curriculum particular focus progress testing innovative assessment strategy curriculum evolving foundational sciences practical applications encapsulated integrated curriculum model icm model adeptly combines theoretical knowledge clinical practice fostering cognitive affective psychomotor skills among medical students central review exploration progress testing method grounded constructivist learning theories emphasises continuous assessment professional development progress testings regular comprehensive examinations instrumental guiding students progressive stages competence outlined millers pyramid foundational knowledge clinical proficiency review also addresses broader impacts progress testing teaching approaches student feedback academic pastoral support quality assurance aligning dynamic requirements 21stcentury medical training progress testing nurtures wellrounded professionals also ensures compliance regulatory bodies like general medical council emphasis continuous evaluation aligns practical realities medical career driving curricular innovation aligning regulatory standards implementation progress testing marks significant advancement medical education continuous holistic nature benefits students educators nurturing engaged learning attitude meeting evolving medical needs adoption assessment strategy seen pivotal shaping competent medical professionals ready face challenges modern medical practice