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The Nominal Group Technique was used to evaluate the existing CUP curriculum at Louisiana Tech University. Forty-five persons involved in the program participated in one of three workshops. The nominal group process successfully generated ranked and weighed "problem" statements to be addressed in program revision. The NGT allowed input from all individuals, leading to the clinical practitioners "owning" the crucial clinical experience component of the coordinated undergraduate program.
采用名义群体技术对路易斯安那理工大学现有的未确诊癌症（CUP）课程进行评估。该项目的45名相关人员参加了三个工作坊中的一个。名义群体流程成功生成了有待在课程修订中解决的按重要性排序并加权的“问题”陈述。名义群体技术允许所有人员发表意见，从而使临床从业者“主导”本科协调课程中关键的临床经验部分。
