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to
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b
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[
1
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.
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m
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[
2
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,
[
3
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.
T
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d
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m
p
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d
if
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tio
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p
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lack
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s
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p
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in
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liter
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[
4
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8806
I
n
t.
J
.
P
u
b
lic
Hea
lth
Sci.,
Vo
l.
10
,
No
.
3
,
Sep
tem
b
er
2021
:
629
–
6
3
7
630
I
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th
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m
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f
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,
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p
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d
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s
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tio
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al)
s
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h
en
r
elate
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m
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k
il
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[
5
].
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cto
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s
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m
p
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to
w
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p
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6
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9
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[
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[
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1
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[
1
3
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f
o
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m
ed
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s
t
u
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en
t
s
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esp
e
ciall
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w
h
e
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th
e
y
h
a
v
e
ex
p
er
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ce
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n
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k
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th
e
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atien
t
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d
t
h
u
s
t
h
e
y
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o
m
e
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m
p
ete
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t.
T
h
r
o
u
g
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o
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t
th
e
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lear
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ex
p
er
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ce
as
m
ed
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t
u
d
en
ts
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in
cli
n
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tat
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m
ed
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t
u
d
en
t
s
’
co
m
p
r
e
h
en
s
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n
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m
p
le
m
en
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tio
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h
at
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e
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y
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e
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h
p
atie
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ts
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th
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ir
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t
h
a
n
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w
h
er
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s
p
r
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io
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s
m
a
n
d
eth
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ar
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t
w
o
m
ai
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co
m
p
eten
ce
s
as
a
p
h
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i
cian
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Ho
w
e
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er
,
th
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in
co
n
s
is
te
n
c
y
o
f
f
i
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d
in
g
s
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aises
a
q
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es
tio
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o
f
w
h
at
d
eter
m
i
n
an
t
s
o
f
e
m
p
ath
y
i
m
p
le
m
en
tatio
n
i
n
m
ed
ica
l
s
tu
d
e
n
ts
d
u
r
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n
g
th
eir
cli
n
ical
r
o
tatio
n
ar
e,
esp
ec
iall
y
in
a
co
llectiv
i
s
t
cu
ltu
r
e
li
k
e
I
n
d
o
n
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i
a.
T
h
u
s
,
f
ac
u
l
t
y
o
f
m
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icin
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a
s
an
ed
u
ca
t
io
n
al
i
n
s
tit
u
t
io
n
n
ee
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s
to
p
r
o
v
id
e
am
p
le
s
p
ac
e
an
d
ti
m
e
f
o
r
th
e
s
tu
d
en
ts
to
b
e
ab
le
to
ap
p
ly
t
h
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k
n
o
w
led
g
e
i
n
an
i
d
ea
l
m
a
n
n
er
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to
p
r
ac
tice
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y
th
e
m
s
el
v
es
a
n
d
to
s
h
o
w
e
m
p
a
th
y
w
ell.
T
h
e
an
s
w
e
r
to
th
i
s
q
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e
s
tio
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ca
n
s
er
v
e
a
s
a
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alu
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le
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ee
d
b
ac
k
i
n
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n
cr
ea
s
i
n
g
t
h
e
q
u
alit
y
o
f
m
ed
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ed
u
ca
tio
n
s
y
s
te
m
f
o
r
th
e
s
tu
d
e
n
ts
.
T
h
is
r
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ch
f
o
cu
s
ed
o
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ex
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in
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f
ac
to
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th
at
af
f
ec
ts
t
h
e
e
m
p
at
h
y
o
f
m
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s
tu
d
en
ts
w
h
o
ta
k
e
p
r
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f
ess
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al
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u
ca
tio
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i
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I
n
d
o
n
esia.
T
h
e
s
a
m
e
r
esear
ch
h
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d
b
ee
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d
o
n
e
i
n
Ger
m
a
n
y
th
at
ex
p
lo
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ed
e
m
p
at
h
y
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it
h
i
n
t
h
e
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s
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o
f
ch
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n
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e
o
f
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ed
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s
t
u
d
en
t
s
’
e
m
p
at
h
y
[
14
]
,
[
1
5
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
A
q
u
alitati
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e
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n
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p
r
etiv
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ca
s
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tu
d
y
w
as
co
n
d
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cted
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t
h
e
Facu
lt
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f
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d
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,
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U
n
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it
y
i
n
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n
d
o
n
esia
f
r
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m
Au
g
u
s
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to
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v
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0
1
9
.
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h
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s
tu
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a
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e
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s
u
b
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o
f
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r
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d
u
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a
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m
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th
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ir
s
ta
g
e
h
a
s
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eq
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ir
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f
r
eq
u
en
t
d
ir
ec
t
co
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tacts
with
t
h
e
p
atien
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,
as
d
o
cto
r
s
in
g
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T
h
e
s
u
b
j
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ts
a
r
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ch
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b
y
a
p
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et
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s
i
n
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a
n
o
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-
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r
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as
s
h
o
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i
n
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ab
le
1
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p
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o
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d
q
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i
o
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n
a
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r
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o
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t
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th
1
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a
r
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c
i
p
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t
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0
1
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n
d
2
0
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o
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t
o
r
p
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f
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u
c
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ti
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h
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p
l
e
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s
n
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t
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ix
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d
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t
h
e
o
p
e
n
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n
d
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d
q
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o
n
n
a
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r
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l
o
s
e
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th
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n
s
w
e
r
s
c
o
l
l
e
ct
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a
r
e
s
at
u
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ate
d
.
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h
e
r
e
s
u
lt
s
o
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is
o
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en
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t
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d
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l
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e
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o
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s
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a
s
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w
n
in
T
a
b
l
e
2
.
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h
er
e
ar
e
2
8
s
tu
d
en
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w
h
o
b
ec
o
m
e
FGD
p
ar
ticip
an
t
s
to
b
e
co
n
d
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cted
at
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e
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u
lt
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o
f
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i
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er
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it
y
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w
it
h
ei
g
h
t
p
ar
ticip
an
ts
p
er
s
e
s
s
io
n
,
an
d
n
o
b
o
d
y
h
as
b
ac
k
ed
o
u
t.
T
h
e
FGD
P
ar
ticip
an
ts
ar
e
d
i
v
id
ed
b
ased
o
n
th
e
n
u
m
b
er
o
f
s
ta
g
es
th
at
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e
y
h
a
v
e
g
o
n
e
t
h
r
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u
g
h
a
n
d
th
e
ir
g
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ad
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o
f
s
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d
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.
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h
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e
ar
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o
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l
y
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ch
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an
d
p
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t
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d
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s
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id
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b
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m
o
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d
atten
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a
n
o
te
tak
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f
o
r
4
5
-
6
0
m
i
n
u
te
s
.
T
h
e
FGD
u
s
e
s
a
n
a
u
d
io
r
ec
o
r
d
er
an
d
n
o
tes
as
t
h
e
d
ev
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to
co
llect
d
ata
b
y
as
k
i
n
g
p
ar
tici
p
an
ts
’
p
er
m
i
s
s
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.
T
h
e
FGD
is
co
m
p
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n
a
s
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le
s
es
s
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n
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.
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s
cr
ip
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e
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o
t
s
e
n
t
to
th
e
p
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an
ts
,
b
u
t
d
ata
cr
ed
ib
ilit
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is
ca
r
r
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o
u
t
u
s
i
n
g
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n
g
u
latio
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o
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tech
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iq
u
es
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n
d
s
o
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r
ce
s
,
m
e
m
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ch
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k
s
,
a
n
d
r
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en
ce
m
ater
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f
r
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m
FGD
r
ec
o
r
d
s
,
p
h
o
to
g
r
ap
h
s
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d
o
th
er
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th
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n
tic
d
o
cu
m
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ts
.
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h
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d
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b
eg
i
n
s
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r
l
y
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ter
t
h
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t
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s
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is
d
o
n
e
b
y
ca
teg
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g
th
e
d
ata.
T
h
e
la
s
t
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d
in
g
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d
o
n
e
to
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e
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m
p
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h
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t
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f
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f
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at
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.
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s
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an
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s
a
s
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b
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e.
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h
e
d
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s
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m
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icr
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f
ice
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t
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2
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m
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ten
ap
p
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d
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g
th
e
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ata
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llectio
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s
s
,
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e
m
ai
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th
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m
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s
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t c
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en
t.
P
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ar
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v
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o
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o
f
t
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v
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to
v
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t
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e
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ch
to
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in
t
h
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m
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f
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s
.
P
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en
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to
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o
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r
esig
n
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in
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th
e
r
esear
c
h
p
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ce
s
s
w
it
h
o
u
t
an
y
f
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e
o
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s
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s
.
T
h
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ap
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y
o
f
Me
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Sri
w
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a
y
a
U
n
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er
s
it
y
(
No
.
1
1
7
2
/UN
9
.
FK/
T
U.
SB
5
/
2
0
1
9
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
.
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Hea
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Sci.
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N:
2
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-
8806
Dete
r
min
a
n
ts
o
f m
ed
ica
l stu
d
en
ts
'
emp
a
th
y
d
u
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clin
ica
l r
o
ta
tio
n
(
R
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n
a
C
itr
a
)
631
T
ab
le
1
.
Qu
esti
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n
s
i
n
o
p
en
-
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n
d
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q
u
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Pa
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In
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d
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sp
o
n
d
e
n
t
’
s pr
o
f
i
l
e
I
d
e
n
t
i
t
y
:
N
a
me
,
y
e
a
r
o
f
b
a
t
c
h
,
g
e
n
d
e
r
,
c
o
n
t
a
c
t
n
u
mb
e
r
A
ss
e
ssm
e
n
t
t
o
w
a
r
d
st
a
g
e
t
h
a
t
h
a
d
b
e
e
n
t
h
r
o
u
g
h
–
u
s
i
n
g
6
-
sca
l
e
a
sse
ssm
e
n
t
(
n
o
t
y
e
t
t
h
r
o
u
g
h
,
v
e
r
y
e
a
sy
,
e
a
s
y
,
mo
d
e
r
a
t
e
,
d
i
f
f
i
c
u
l
t
,
v
e
r
y
d
i
f
f
i
c
u
l
t
)
Pa
r
t
III
-
Qu
e
st
i
o
n
s
o
f
e
m
p
a
t
h
y
D
o
y
o
u
f
e
e
l
t
h
e
c
h
a
n
g
e
o
f
e
mp
a
t
h
y
?
H
o
w
d
o
y
o
u
d
e
scri
b
e
t
h
e
c
h
a
n
g
e
?
C
a
n
y
o
u
t
e
l
l
t
h
e
m
o
m
e
n
t
w
h
e
n
y
o
u
c
a
n
g
i
v
e
e
mp
a
t
h
y
t
o
t
h
e
p
a
t
i
e
n
t
w
e
l
l
?
C
a
n
y
o
u
t
e
l
l
t
h
e
m
o
m
e
n
t
w
h
e
n
y
o
u
c
a
n
n
o
t
g
i
v
e
e
mp
a
t
h
y
t
o
t
h
e
p
a
t
i
e
n
t
w
e
l
l
?
W
h
a
t
d
o
y
o
u
t
h
i
n
k
t
h
e
f
a
c
t
o
r
s
t
h
a
t
a
f
f
e
c
t
y
o
u
r
e
mp
a
t
h
y
?
T
ab
le
2
.
FGD
g
u
id
eli
n
es
D
i
scu
ssi
o
n
t
o
p
i
c
a
n
d
q
u
e
st
i
o
n
s
D
e
f
i
n
i
n
g
E
m
p
a
t
h
y
C
a
n
y
o
u
d
e
scri
b
e
e
mp
a
t
h
y
?
C
a
n
y
o
u
g
i
v
e
e
x
a
mp
l
e
o
f
y
o
u
r
e
mp
a
t
h
y
t
h
a
t
y
o
u
d
o
w
h
e
n
t
a
k
i
n
g
c
a
r
e
o
f
t
h
e
p
a
t
i
e
n
t
?
D
o
y
o
u
h
a
v
e
me
mo
r
a
b
l
e
e
mp
a
t
h
y
e
x
p
e
r
i
e
n
c
e
s d
u
r
i
n
g
y
o
u
r
p
r
o
f
e
ssi
o
n
a
l
e
d
u
c
a
t
i
o
n
?
(
G
o
o
d
a
n
d
b
a
d
e
x
p
e
r
i
e
n
c
e
s)
E
m
p
a
t
h
y
C
h
a
n
g
e
H
a
s
y
o
u
r
e
mp
a
t
h
y
(
h
o
w
t
o
h
a
n
d
l
e
t
h
e
p
a
t
i
e
n
t
a
n
d
u
n
d
e
r
st
a
n
d
t
h
e
f
e
e
l
i
n
g
s
o
f
t
h
e
p
a
t
i
e
n
t
)
c
h
a
n
g
e
d
f
r
o
m
f
i
r
st
e
n
t
e
r
i
n
g
t
h
e
c
l
i
n
i
c
a
l
p
h
a
se
u
n
t
i
l
n
o
w
?
C
a
n
y
o
u
e
x
p
l
a
i
n
t
h
e
c
h
a
n
g
e
?
I
s t
h
e
r
e
a
c
h
a
n
g
e
i
n
e
mp
a
t
h
y
f
r
o
m t
h
e
maj
o
r
s
t
a
g
e
t
o
t
h
e
mi
n
o
r
st
a
g
e
?
C
a
n
y
o
u
e
x
p
l
a
i
n
t
h
e
c
h
a
n
g
e
i
n
e
m
p
a
t
h
y
?
Fa
c
t
o
r
s
W
h
a
t
a
r
e
t
h
e
f
a
c
t
o
r
s t
h
a
t
a
f
f
e
c
t
y
o
u
r
e
mp
a
t
h
y
?
Fa
c
t
o
r
s’
D
e
t
a
i
l
(
st
i
m
u
l
a
t
i
o
n
o
f
a
o
p
e
n
-
e
n
d
e
d
q
u
e
st
i
o
n
n
a
i
r
e
a
n
d
a
d
j
u
st
t
h
e
p
a
r
t
i
c
i
p
a
n
t
s
'
a
n
sw
e
r
s)
(
Bu
rn
o
u
t
)
D
o
e
s b
u
r
n
o
u
t
a
f
f
e
c
t
y
o
u
r
e
mp
a
t
h
y
?
H
o
w
?
(
Ro
l
e
M
o
d
e
l
s
)
A
r
e
t
h
e
r
e
r
o
l
e
mo
d
e
l
s t
h
a
t
i
n
f
l
u
e
n
c
e
y
o
u
r
e
mp
a
t
h
y
f
o
r
p
a
t
i
e
n
t
s?
(
S
u
rr
o
u
n
d
i
n
g
E
n
v
i
r
o
n
m
e
n
t
)
D
o
e
s t
h
e
su
r
r
o
u
n
d
i
n
g
e
n
v
i
r
o
n
me
n
t
(
d
o
c
t
o
r
-
p
a
t
i
e
n
t
r
e
l
a
t
i
o
n
s
h
i
p
,
o
t
h
e
r
d
o
c
t
o
r
-
me
d
i
c
a
l
p
e
r
so
n
n
e
l
)
i
n
f
l
u
e
n
c
e
y
o
u
r
e
mp
a
t
h
y
?
H
o
w
?
(
T
h
e
a
t
t
i
t
u
d
e
o
f
t
h
e
p
a
t
i
e
n
t
a
n
d
t
h
e
p
a
t
i
e
n
t
'
s
f
a
m
i
l
y
)
D
o
e
s t
h
e
t
y
p
e
o
f
p
a
t
i
e
n
t
a
f
f
e
c
t
y
o
u
r
e
mp
a
t
h
y
?
W
h
a
t
t
y
p
e
o
f
p
a
t
i
e
n
t
o
r
p
a
t
i
e
n
t
's fam
i
l
y
mak
e
s i
t
e
a
sy
f
o
r
y
o
u
t
o
e
mp
a
t
h
i
z
e
?
W
h
a
t
i
s
t
h
e
t
y
p
e
o
f
p
a
t
i
e
n
t
o
r
f
a
m
i
l
y
o
f
p
a
t
i
e
n
t
s
t
h
a
t
ma
k
e
s i
t
d
i
f
f
i
c
u
l
t
f
o
r
y
o
u
t
o
e
m
p
a
t
h
i
z
e
?
Ot
h
e
r
s
I
s t
h
e
r
e
a
n
y
t
h
i
n
g
y
o
u
w
a
n
t
t
o
say
r
e
l
a
t
e
d
t
o
t
h
e
e
mp
a
t
h
y
o
f
me
d
i
c
a
l
st
u
d
e
n
t
s
?
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
p
a
r
t
i
c
i
p
an
t
s
w
h
o
an
s
w
e
r
th
e
o
p
e
n
-
en
d
e
d
q
u
e
s
ti
o
n
n
ai
r
e
co
n
s
i
s
t
o
f
m
a
l
e
(
7
0
%
)
an
d
f
em
a
l
e
(
3
0
%
)
,
a
n
d
a
r
e
f
r
o
m
b
at
ch
o
f
2
0
1
4
(
5
8
%
)
a
n
d
2
0
1
5
(
4
2
%
)
.
F
o
r
d
a
t
a
co
l
l
e
c
t
i
o
n
th
r
o
u
g
h
F
GD
,
th
e
r
e
s
e
a
r
c
h
e
r
s
d
e
t
e
r
m
in
e
t
h
e
c
o
n
d
it
i
o
n
of
h
av
in
g
p
as
s
e
d
o
n
e
an
d
/
o
r
tw
o
o
f
th
es
e
s
t
ag
es
(
o
f
1
5
s
t
ag
es
)
w
it
h
th
e
ex
p
e
cta
t
i
o
n
o
f
p
a
r
t
i
ci
p
a
n
t
s
w
h
o
h
av
e
a
l
r
e
a
d
y
o
b
t
a
in
e
d
an
o
v
e
r
v
i
ew
o
f
th
e
m
e
d
i
c
al
p
r
o
f
es
s
i
o
n
e
d
u
c
a
t
i
o
n
l
if
e
.
T
h
e
t
o
ta
l
1
9
1
r
e
s
p
o
n
s
e
s
f
r
o
m
t
h
e
f
i
r
s
t
s
t
ag
e
of
o
p
e
n
-
en
d
e
d
q
u
es
t
i
o
n
n
a
i
r
e
a
s
w
el
l
a
s
t
he
2
8
m
e
d
i
ca
l
s
tu
d
en
ts
as
in
f
o
r
m
an
ts
w
h
o
a
r
e
d
i
v
i
d
e
d
in
to
f
iv
e
b
at
ch
e
s
o
f
f
o
cu
s
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
s
a
r
e
v
o
lu
n
t
a
r
ily
r
e
c
r
u
i
te
d
t
h
r
o
u
g
h
th
e
w
r
it
t
en
c
o
n
s
e
n
t
s
b
e
f
o
r
eh
an
d
.
3
.
1
.
E
m
pa
t
hy
c
ha
ng
e
W
h
en
a
s
k
ed
ab
o
u
t
w
h
et
h
er
t
h
e
y
f
ee
l
th
er
e
is
a
ch
a
n
g
e
i
n
em
p
a
th
y
d
u
r
in
g
th
eir
cli
n
ical
r
o
tatio
n
,
t
h
e
r
esu
lt
s
o
f
t
h
e
o
p
en
-
e
n
d
ed
q
u
esti
o
n
n
air
e
s
h
o
w
t
h
at
t
h
er
e
is
a
ch
an
g
e
i
n
e
m
p
at
h
y
ex
p
er
ien
ce
d
b
y
m
ed
ical
s
tu
d
e
n
ts
w
i
th
v
ar
y
i
n
g
p
er
ce
p
tio
n
s
as s
h
o
w
n
i
n
Fi
g
u
r
e
1
.
T
h
e
m
aj
o
r
it
y
o
f
p
ar
ticip
a
n
ts
(
5
0
%)
an
s
w
er
s
t
h
at
t
h
e
e
m
p
a
th
y
th
e
y
f
ee
l
,
i
n
g
e
n
er
al,
is
i
n
cr
ea
s
i
n
g
.
Oth
er
p
atter
n
s
in
c
lu
d
e
e
m
p
at
h
y
d
ep
en
d
i
n
g
o
n
t
h
e
m
o
o
d
o
r
e
m
o
tio
n
b
ein
g
f
elt
(
2
7
%),
g
en
er
all
y
d
ec
r
ea
s
i
n
g
(
9
%),
an
d
o
th
er
s
.
Ho
w
ev
er
,
wh
en
co
n
d
u
ctin
g
f
u
r
t
h
er
ex
p
lo
r
atio
n
in
FGD,
th
e
s
t
u
d
en
ts
ex
p
r
ess
e
m
p
ath
y
t
h
at
th
e
y
f
ee
l
i
n
f
l
u
ct
u
atio
n
,
d
ep
en
d
in
g
o
n
ce
r
tai
n
f
ac
to
r
s
an
d
s
it
u
atio
n
s
an
d
co
n
d
itio
n
s
,
b
u
t te
n
d
to
d
ec
r
ea
s
e
m
o
r
e.
“T
h
ere
a
r
e
ma
n
y
fa
cto
r
s
.
.
.
S
o
it
ca
n
n
o
t
b
e
s
a
i
d
o
n
e
(
p
r
in
cip
a
l
fa
cto
r
)
,
(
th
ey
a
r
e)
r
ea
lly
merg
ed
.
F
r
o
m
o
n
eself,
en
viro
n
men
t,
a
n
d
p
a
ti
en
t a
n
d
s
itu
a
tio
n
.
.
.
”
–
FGD
A
“ (
I
t is
)
Mu
lti
fa
cto
r
ia
l.
W
h
en
th
e
mo
o
d
is
g
o
o
d
,
feelin
g
ex
p
er
t,
feelin
g
en
jo
y.
B
u
t wh
en
it is
n
o
t g
o
o
d
,
it
d
ec
r
ea
s
es o
u
r
mo
o
d
to
th
e
p
a
t
ien
ts
.
”
–
FGD
D
“..
b
efo
r
e
en
teri
n
g
F
a
cu
lty
o
f
Med
icin
e,
w
e
w
ere
s
till
w
h
ite
,
[
w
e
th
o
u
g
h
t
]
“w
h
y
a
r
e
d
o
ct
o
r
s
like
th
is
”
(
n
eg
a
tive)
.
A
fter
w
e
en
ter..
it
is
tr
u
e.
I
felt
it
myself..
.
w
e
tr
y
to
s
u
r
vive
to
o
,
s
o
b
e
it..
W
h
a
t's
imp
o
r
ta
n
t
is
p
a
s
s
in
g
…[
th
e
s
ta
g
es
]
.
”
–
FGD
E
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8806
I
n
t.
J
.
P
u
b
lic
Hea
lth
Sci.,
Vo
l.
10
,
No
.
3
,
Sep
tem
b
er
2021
:
629
–
6
3
7
632
Fig
u
r
e
1
.
Var
iatio
n
p
er
ce
p
tio
n
o
f
e
m
p
ath
y
c
h
an
g
e
3
.
2
.
F
a
ct
o
rs a
f
f
ec
t
ing
em
pa
t
hy
T
h
r
ee
m
ai
n
f
ac
to
r
s
w
it
h
1
4
s
u
b
-
to
p
ics
id
e
n
ti
f
ied
as
f
ac
to
r
s
th
at
a
f
f
ec
t
e
m
p
at
h
y
o
f
m
ed
ic
al
s
tu
d
e
n
t
s
to
w
ar
d
s
p
atien
t
s
ar
e
tak
e
n
f
r
o
m
th
e
f
o
cu
s
g
r
o
u
p
d
is
c
u
s
s
io
n
r
esu
lt
a
s
s
h
o
w
n
Ta
b
le
3
.
T
ab
le
3
.
Facto
r
s
th
at
af
f
ec
t t
h
e
e
m
p
ath
y
o
f
m
ed
ical
s
t
u
d
en
t
s
t
o
w
ar
d
s
p
atien
t
s
I
n
t
e
r
n
a
l
-
f
a
c
t
o
r
K
n
o
w
l
e
d
g
e
a
b
o
u
t
t
h
e
i
mp
o
r
t
a
n
c
e
o
f
e
mp
a
t
h
y
D
i
r
e
c
t
e
x
p
e
r
i
e
n
c
e
P
e
r
so
n
a
l
i
t
y
Emo
t
i
o
n
(
M
o
o
d
)
M
o
t
i
v
a
t
i
o
n
S
i
mi
l
a
r
i
t
y
/
p
e
r
so
n
a
l
e
x
p
e
r
i
e
n
c
e
P
a
t
i
e
n
t
s’
a
n
d
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a
t
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e
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t
s’
f
a
m
i
l
y
’
s
f
a
c
t
o
r
P
a
t
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e
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t
t
i
t
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d
e
P
a
t
i
e
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t
’
s fam
i
l
y
a
t
t
i
t
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d
e
P
a
t
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e
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t
’
s So
c
i
o
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e
c
o
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o
my
Ty
p
e
a
n
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e
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e
o
f
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se
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se
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e
r
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t
y
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e
n
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r
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n
t
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c
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r
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r
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t
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r
r
o
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n
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e
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r
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n
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t
i
sf
a
c
t
o
r
y
/
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o
b
a
p
p
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e
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i
a
t
i
o
n
R
o
l
e
mo
d
e
l
s
3
.
2
.
1
I
nte
rna
l
-
f
a
ct
o
r
T
h
e
m
ai
n
f
ac
to
r
in
f
lu
e
n
ci
n
g
em
p
a
th
y
ac
co
r
d
in
g
to
p
ar
ticip
an
ts
i
s
th
e
s
tu
d
e
n
t
s
t
h
e
m
s
el
v
es
.
“I
p
ers
o
n
a
lly
felt
(
th
e
fa
cto
r
i
s
)
fr
o
m
MY
S
E
LF!
.
.
.
if
yo
u
h
a
ve
h
ig
h
s
elf
-
a
w
a
r
en
ess
a
b
o
u
t
emp
a
th
y
to
th
e
p
a
tien
t,
a
w
a
r
e
[
a
ls
o
]
a
b
o
u
t
p
r
o
fess
io
n
a
lis
m
to
p
a
tien
ts
.
.
Yo
u
‟
ll
b
e
g
o
o
d
to
th
em
.
”
–
R
,
Fe
m
ale,
2
0
1
5
,
W
r
itten
I
n
ter
v
ie
w
Un
d
er
s
ta
n
d
in
g
th
e
i
m
p
o
r
tan
ce
o
f
e
m
p
ath
y
ca
n
h
elp
s
tu
d
e
n
ts
e
m
p
ath
ize
m
o
r
e
to
th
e
p
atien
ts
.
W
ith
t
h
is
b
ei
n
g
u
n
d
er
s
to
o
d
,
s
tu
d
e
n
ts
w
il
l
tr
y
t
o
p
r
o
v
id
e
th
e
b
est
s
er
v
ice
f
o
r
p
atien
ts
,
n
o
t
o
n
l
y
li
m
ited
to
p
r
o
v
id
in
g
tr
ea
t
m
e
n
t
b
u
t a
ls
o
to
p
r
o
v
id
in
g
s
u
p
p
o
r
t in
th
e
f
o
r
m
o
f
ca
r
e
an
d
e
m
p
a
th
y
.
“..
.
if
w
e
h
a
ve
emp
a
th
y
w
e
ca
n
a
ls
o
g
ive
s
u
p
p
o
r
t
o
r
th
e
e
d
u
ca
tio
n
th
a
t
w
e
g
ive
to
t
h
e
p
a
tien
t
w
ill
b
e
mea
n
in
g
fu
l
[
b
ec
a
u
s
e
]
w
e
u
n
d
ers
ta
n
d
h
o
w
th
e
p
a
tien
ts
a
r
e.
.
.
.
”
–
A
5
,
Fe
m
ale,
FGD
A
“Ev
eryb
o
d
y
n
ee
d
s
emp
a
t
h
y,
it
is
w
h
a
t
ma
ke
s
yo
u
s
t
ill
h
u
ma
n
,
it
is
th
e
h
u
ma
n
n
a
tu
r
e,
if
y
o
u
d
o
n
't
h
a
ve
emp
a
th
y
yo
u
d
o
n
't
th
in
k
a
b
o
u
t
h
o
w
to
b
e
a
p
a
tien
t..
.
I
f
emp
a
th
iz
e,
th
ey
s
h
o
u
ld
th
in
k
th
is
s
o
meb
o
d
y
lo
ve
s
o
n
e
s
o
I
h
a
ve
to
h
elp
.
”
–
D
2
,
Fe
m
ale,
F
GD
D
T
h
is
u
n
d
er
s
ta
n
d
in
g
o
f
t
h
e
i
m
p
o
r
tan
ce
o
f
e
m
p
at
h
y
is
al
s
o
s
u
p
p
o
r
ted
b
y
t
h
e
r
ea
lit
y
in
th
e
f
iel
d
th
at
th
e
y
w
i
tn
e
s
s
f
ir
s
t
-
h
an
d
t
h
e
b
e
n
ef
its
o
f
e
m
p
ath
y
a
n
d
t
h
e
i
m
p
ac
t
o
f
n
o
t
b
ein
g
ab
le
to
s
h
o
w
e
m
p
at
h
y
w
ell
to
p
atien
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t.
J
.
P
u
b
lic
Hea
lth
Sci.
I
SS
N:
2
252
-
8806
Dete
r
min
a
n
ts
o
f m
ed
ica
l stu
d
en
ts
'
emp
a
th
y
d
u
r
in
g
clin
ica
l r
o
ta
tio
n
(
R
esia
n
a
C
itr
a
)
633
I
n
ter
ac
tio
n
w
it
h
p
atie
n
ts
d
ir
ec
tl
y
ca
n
f
o
s
ter
e
m
p
at
h
y
b
ec
au
s
e
s
t
u
d
en
t
s
ca
n
clea
r
l
y
s
e
e
w
h
at
p
atien
ts
ar
e
co
m
p
lai
n
i
n
g
ab
o
u
t so
th
e
y
ca
n
ea
s
il
y
t
h
i
n
k
a
n
d
f
ee
l
w
h
at
t
h
e
p
atien
t
s
h
av
e
e
x
p
er
ien
ce
d
an
d
f
elt.
“..
.
I
n
th
is
a
r
ea
,
w
e
d
o
th
e
jo
b
,
w
h
o
r
ep
o
r
t
a
b
o
u
t
th
e
p
a
tien
t
s
,
b
ec
a
u
s
e
th
o
s
e
a
r
e
o
u
r
p
a
tie
n
ts
,
s
o
w
e
feel
g
u
ilty wh
en
h
e
g
ets w
o
r
s
e.
”
–
B
2
,
Fem
ale,
FG
D
Un
f
o
r
tu
n
atel
y
,
co
n
tact
s
w
i
th
p
atien
t
s
th
at
ca
n
f
o
s
ter
e
m
p
at
h
y
ar
e
h
a
m
p
er
ed
b
y
t
h
e
s
t
u
d
en
t
s
’
lac
k
o
f
ti
m
e
a
n
d
o
p
p
o
r
tu
n
it
y
to
in
ter
ac
t
w
i
th
t
h
e
p
atien
ts
.
“..
.
b
ec
a
u
s
e
o
f
la
ck
o
f
time
a
n
d
a
lo
t
o
f
w
o
r
k.
Time
is
n
o
t
d
i
r
ec
tl
y
p
r
o
p
o
r
tio
n
a
l
to
th
e
w
o
r
klo
a
d
.
.
.
”
–
A
3
,
Fe
m
ale,
F
GD
A
“
O
n
t
h
e
w
a
r
d
.
.
w
e
h
a
v
e
l
o
n
g
er
t
im
e
f
o
r
b
o
n
d
i
n
g
w
it
h
t
h
e
p
a
t
i
e
n
t
s
.
.
.
t
h
e
p
a
t
i
e
n
ts
a
r
e
f
ew
,
s
o
w
i
t
h
1
-
h
o
u
r
d
u
r
a
t
i
o
n
.
.
.
.
c
o
u
l
d
b
e
m
o
r
e
c
o
m
f
o
r
t
a
b
l
e
a
s
ki
n
g
q
u
e
s
t
i
o
n
s
.
.
so
th
e
e
m
p
a
t
h
y
i
s
m
o
r
e
[
i
n
c
r
e
a
s
i
n
g
]
.
W
h
i
l
e
t
h
e
p
a
t
i
e
n
t
s
a
r
e
m
a
n
y
,
it
l
o
o
k
s
l
i
k
e
t
h
a
t
[
w
e
a
r
e
]
o
n
l
y
w
o
r
k
i
n
g
[
a
n
d
]
w
i
t
h
o
u
t
e
m
p
a
t
h
y
.
”
–
D
1
,
F
em
a
le
,
F
GD
D
Ho
w
e
v
er
,
ap
p
ar
en
tl
y
,
co
n
tin
u
o
u
s
co
n
tact
s
w
it
h
p
atien
t
s
ca
n
also
r
ed
u
ce
e
m
p
ath
y
.
On
e
ex
a
m
p
le
is
o
f
te
n
s
ee
in
g
p
atien
t
s
w
ith
a
h
i
g
h
d
eg
r
ee
o
f
s
ev
er
it
y
,
s
o
th
at
w
h
e
n
g
etti
n
g
a
ca
s
e
w
it
h
a
lig
h
te
r
o
n
e
,
s
tu
d
en
ts
w
ill
ap
p
ea
r
less
e
m
p
ath
y
.
“Be
ca
u
s
e
it's a
lr
ea
d
y
to
o
o
fte
n
s
o
it's n
o
r
ma
l
…
.
”
–
B
4
,
F
em
a
le,
F
GD
B
“..
.
th
e
p
a
tien
t
w
a
n
ts
w
a
r
t
s
u
r
g
ery.
.
b
u
t
h
e
w
a
s
h
yster
ica
lly
a
fr
a
id
th
a
t
s
h
e
mig
h
t
b
e
i
n
h
er
th
e
fir
s
t
s
u
r
g
ery.
A
fter
th
a
t
th
e
d
o
ct
o
r
s
a
id
,
“it
is
o
n
ly
a
s
ma
ll
th
in
g
ma
‟
a
m,
a
lo
t
o
f
my
p
a
tien
t
a
r
e
w
o
r
s
e,
”
it
s
h
o
w
ed
n
o
n
-
emp
a
th
ica
l
to
w
a
r
d
th
e
p
a
tien
t..
.
.
,
if
th
e
ex
p
erien
ce
is
mo
r
e,
s
o
th
e
emp
a
th
y
is
like
th
a
t
[
d
ec
r
ea
s
in
g
]
.
Mo
r
eo
ve
r
,
w
h
en
th
e
ca
s
e
is
ea
s
y
….
”
–
D1
,
F
e
ma
le,
F
GD
D
P
er
s
o
n
alit
y
also
a
f
f
ec
t
s
e
m
p
at
h
y
,
f
o
r
ex
a
m
p
le
a
n
ap
ath
etic
p
er
s
o
n
w
il
l
ten
d
to
b
e
d
if
f
ic
u
l
t
to
s
h
o
w
e
m
p
at
h
y
w
ell.
T
h
e
p
er
s
o
n
w
h
o
i
s
f
r
ie
n
d
l
y
an
d
li
k
es to
h
e
lp
o
th
er
s
w
ill
ea
s
il
y
s
h
o
w
e
m
p
at
h
y
to
o
th
er
s
.
“
Th
ere
w
a
s
o
n
e
ex
p
erien
ce
,
th
e
p
a
tien
t
w
a
s
p
a
s
s
ed
a
w
a
y,
a
n
d
h
o
n
estl
y,
I
w
a
s
ju
s
t
tr
yin
g
to
ta
ke
a
ctio
n
a
s
th
e
S
OP
w
ith
o
u
t
g
ivin
g
emp
a
th
y
to
th
e
p
a
tien
t‟
s
fa
mily
w
h
ich
w
ere
p
a
n
ickin
g
a
n
d
cryin
g
in
fr
o
n
t
o
f
me”
–
J
,
Fem
ale,
2
0
1
4
,
W
r
itte
n
I
n
ter
v
ie
w
“..
.
I
mig
h
t
r
ea
lly
d
o
n
't
h
a
ve
a
h
ea
r
t.
My
fir
s
t
p
lu
s
[
d
ied
]
p
a
tien
t
w
a
s
my
a
u
n
t,
th
en
it
f
elt
s
o
-
s
o
(
fla
t
ex
p
r
ess
io
n
)
”
–
B
2
,
Fem
ale,
F
GD
B
“M
y
emp
a
th
y
w
a
s
d
ec
r
ea
s
in
g
to
th
em
(
fr
ien
d
s
o
r
o
th
ers
)
[
b
u
t
]
it
d
id
n
o
t
a
ffect
th
e
e
mp
a
th
y
to
my
p
a
tien
t..
.
S
o
w
h
en
I
a
m
tir
ed
,
to
m
o
r
r
o
w
h
a
s
a
n
ex
a
m.
.
I
a
m
ju
s
t
tr
yin
g
to
[
ke
e
p
]
g
ive
th
e
b
est.”
–
A
5
,
Ma
le
FGD
A
An
o
th
er
f
ac
to
r
th
at
a
f
f
ec
ts
t
h
e
e
m
p
ath
y
o
f
m
ed
ical
s
t
u
d
en
t
s
t
o
w
ar
d
s
p
atien
t
s
is
s
e
lf
-
m
o
ti
v
at
io
n
.
“
S
o
metime
s
w
e
w
a
n
ted
to
em
p
a
th
iz
e
d
ep
e
n
d
in
g
o
n
w
h
a
t
w
a
s
th
e
mo
tiva
tio
n
,
if
y
o
u
w
a
n
t
ed
to
b
e
a
r
ea
l
d
o
cto
r
yo
u
mu
s
t
b
e
th
in
ki
n
g
a
b
o
u
t
th
e
p
a
tien
t,
if
ju
s
t
p
a
s
s
in
g
b
y,
ma
y
b
e
yo
u
w
a
n
te
d
to
b
e
in
th
e
s
tr
u
ctu
r
a
l
[
p
o
s
itio
n
in
th
e
h
o
s
p
ita
l
]
a
n
d
s
o
meth
in
g
like
th
a
t,
n
o
n
ee
d
to
th
in
k
a
b
o
u
t
th
e
p
a
tien
t.
S
o
yo
u
ju
s
t wa
n
t to
b
e
g
r
a
d
u
a
ted
.
.
”
–
D2
,
Fe
m
ale,
FGD
D
T
h
e
lack
o
f
e
m
p
at
h
y
f
o
r
p
atien
ts
f
el
t
b
y
th
e
s
t
u
d
en
t
s
ca
n
al
s
o
j
u
s
t
be
te
m
p
o
r
ar
y
.
So
m
eti
m
es
a
n
eg
a
tiv
e
m
o
o
d
o
r
a
p
e
r
s
o
n
al
ev
e
n
t c
an
i
n
h
ib
it
e
m
p
ath
ic
b
eh
a
v
io
u
r
.
“I
w
a
s
h
a
vin
g
b
a
d
mo
o
d
,
s
o
I
b
ec
a
me
ig
n
o
r
a
n
t”
–
F,
Ma
le,
2
0
1
5
,
W
r
itten
I
n
ter
v
ie
w
“
W
h
ile
h
a
vin
g
is
s
u
es
,
th
e
emp
a
th
y
is
d
ec
r
ea
s
in
g
s
o
metime
s
”
–
R
,
Ma
le,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
“Ev
eryb
o
d
y
h
a
s
limit.
S
o
me
p
eo
p
le
mig
h
t
b
e
in
th
e
limit,
s
o
th
ey
ju
s
t
w
a
n
ted
to
fin
is
h
t
h
e
d
a
y
A
S
A
P
,
ma
yb
e
n
ex
t d
a
ys th
ey
a
r
e
en
er
g
etic.
”
–
D3
,
Ma
le,
FGD
D
Me
d
ica
l
s
t
u
d
en
t
s
w
h
o
h
av
e
e
v
er
e
x
p
er
ien
ce
d
w
h
at
is
f
el
t
b
y
t
h
e
p
atie
n
t
o
r
t
h
e
p
atie
n
t
'
s
f
a
m
il
y
ca
n
a
ls
o
a
f
f
ec
t
e
m
p
ath
y
f
o
r
p
atien
ts
.
T
h
e
y
w
i
ll ten
d
to
e
m
p
ath
ize
ea
s
ier
f
o
r
p
atien
ts
w
i
th
s
i
m
ilar
ex
p
er
ien
ce
s
.
“
W
h
en
th
e
p
a
tien
t
d
is
ea
s
e
w
a
s
th
e
s
a
me
w
ith
th
e
d
is
ea
s
e
th
a
t
my
fa
mily
s
u
ffer
ed
[
I
c
o
u
ld
ea
s
ier
to
emp
a
th
iz
e
]
.
”
–
T
,
Ma
le,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
“..
o
n
e
th
a
t
ca
n
in
crea
s
e
emp
a
th
y
is
.
.
.
p
ers
o
n
a
l
ex
p
erien
ce
,
b
ec
a
u
s
e
I
h
a
d
fr
a
ctu
r
ed
,
a
n
d
I
w
a
s
tr
ea
ted
a
n
d
h
o
w
it felt,
s
o
,
me
a
n
d
my
fr
a
ctu
r
ed
p
a
tien
ts
a
r
e
ten
d
ed
t
o
ca
r
e.
.
”
–
A
1
,
Ma
le
FGD
A
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8806
I
n
t.
J
.
P
u
b
lic
Hea
lth
Sci.,
Vo
l.
10
,
No
.
3
,
Sep
tem
b
er
2021
:
629
–
6
3
7
634
“M
y
fa
th
er
g
o
t
s
tr
o
ke
,
s
o
d
u
r
in
g
th
e
s
ta
g
e
o
f
n
eu
r
o
lo
g
y
,
I
g
a
ve
my
b
est..
[
to
w
a
r
d
th
e
p
a
tien
t
]
I
w
a
s
mo
r
e
R
JP
.
.
[
b
ec
a
u
s
e
]
I
s
to
o
d
a
t th
eir s
h
o
es..
.
”
–
D2
,
Fem
ale
,
FGD
D
3
.
2
.
2
P
a
t
ient
’
s
a
nd
pa
t
ient
’
s
f
a
m
ily
’
s
f
a
ct
o
r
T
h
e
p
atien
t
'
s
a
ttit
u
d
e
af
f
ec
t
s
t
h
e
e
m
p
a
th
y
o
f
m
ed
ical
s
tu
d
e
n
ts
.
T
h
e
at
tit
u
d
es
o
f
p
atien
t
s
w
h
ic
h
ca
n
in
cr
ea
s
e
e
m
p
at
h
y
ar
e
co
o
p
er
ativ
e,
f
r
ie
n
d
l
y
,
an
d
o
p
en
.
T
h
e
attitu
d
e
w
h
ich
i
s
d
if
f
icu
lt
to
s
h
o
w
e
m
p
a
th
y
is
s
ee
n
w
h
e
n
p
atien
t
s
ar
e
n
o
t p
o
lite,
co
m
p
lai
n
a
lo
t,
o
r
th
in
k
t
h
at
th
e
y
k
n
o
w
b
etter
th
a
n
th
eir
d
o
cto
r
.
“If
th
e
p
a
tien
t
a
n
d
fa
mily
t
r
u
s
t
a
n
d
lis
ten
a
ls
o
d
o
th
e
s
u
g
g
esti
o
n
a
n
d
th
e
a
ctio
n
th
a
t
is
g
iven
,
[
I
ca
n
s
h
o
w
my
emp
a
th
y
w
ell
]
.
”
–
R
,
Fe
m
ale,
2
0
1
5
,
W
r
itten
I
n
ter
v
i
e
w
“..
.
.
th
e
p
a
tien
t
is
s
o
d
ep
en
d
e
n
t,
I
th
in
k
i
n
o
t
h
er
terms
a
r
e
a
n
n
o
yin
g
,
s
tu
b
b
o
r
n
…
ma
d
e
a
c
a
ll
ev
ery
s
ec
o
n
d
,
h
o
w
ev
er
th
e
ma
tter
w
a
s
n
o
t
u
r
g
en
t.
.
.
s
o
metime
s
th
is
ea
s
y
ca
s
e
a
n
d
a
n
n
o
ya
n
ce
th
a
t
d
ec
r
ea
s
e
my
emp
a
th
y,
w
h
ich
ma
d
e
me
“w
h
o
ca
r
es”
ma
d
e
me
ig
n
o
r
a
n
t
s
o
metime
s
.
.
.
”
–
A
5
,
Ma
le,
FGD
A
I
n
ad
d
itio
n
to
p
atien
ts
’
atti
tu
d
e,
th
e
f
ac
to
r
th
a
t
af
f
ec
t
s
e
m
p
at
h
y
to
w
ar
d
p
atien
t
i
s
p
atien
ts
’
f
a
m
il
y
’
s
attit
u
d
e.
I
t
is
b
ec
au
s
e
t
h
e
p
atien
t
’
s
f
a
m
il
y
o
f
ten
i
n
ter
ac
t
s
w
it
h
th
e
m
ed
i
ca
l
s
tu
d
en
ts
s
o
it
w
ill
a
f
f
ec
t
th
e
e
m
p
ath
y
to
w
ar
d
s
p
atien
ts
.
“A
ctu
a
lly,
s
o
metime
s
,
it
w
a
s
n
o
t
in
-
emp
a
th
y
to
w
a
r
d
s
p
a
tien
ts
.
B
u
t
th
e
fa
mily
w
h
o
l
o
o
k
a
fter
th
e
p
a
tien
ts
.
Th
ey
s
o
metime
s
d
id
n
o
t a
p
p
r
ec
ia
te
u
s
.
”
–
T
,
Fem
al
e,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
T
h
e
p
atien
t's
f
a
m
il
y
’s
at
titu
d
e
s
in
cl
u
d
e
attit
u
d
es
t
h
at
ca
n
i
n
cr
ea
s
e
e
m
p
ath
y
s
u
c
h
as
b
ein
g
p
o
lite,
en
t
r
u
s
ti
n
g
ac
tio
n
s
to
t
h
e
d
o
cto
r
,
b
ein
g
f
r
ien
d
l
y
,
a
n
d
b
ein
g
co
o
p
er
ativ
e.
On
t
h
e
co
n
tr
ar
y
,
t
h
ese
m
ak
e
th
e
m
ten
d
to
w
o
r
k
h
al
f
-
h
ea
r
ted
l
y
a
n
d
d
if
f
ic
u
lt
to
s
h
o
w
e
m
p
at
h
y
to
p
atien
ts
.
“[
C
a
n
n
o
t
s
h
o
w
emp
a
th
y
w
ell
]
if
th
e
p
a
tien
ts
a
n
d
fa
milies
w
ere
r
u
d
e
b
y
ex
p
ec
tin
g
co
-
a
s
s
is
ta
n
t
[
med
ica
l
s
tu
d
en
ts
]
t
o
b
e
a
"
s
erva
n
t
"
.
.
.
a
n
d
th
ey
a
s
ke
d
imp
o
litely.
.
”
–
E
,
Fe
m
ale,
2
0
1
4
,
W
r
itten
I
n
ter
v
i
e
w
“..
th
e
fa
mily
w
a
s
n
o
t fri
en
d
ly
s
o
[
w
e
w
ere
like
]
h
a
lf
-
h
ea
r
ted
ly
w
o
r
k.
.
.
”
–
D1
,
Fe
m
ale,
FGD
D
P
o
o
r
attitu
d
e
o
f
th
e
p
atie
n
t o
r
p
atien
t
'
s
f
a
m
i
l
y
ad
v
er
s
el
y
af
f
e
cts th
e
q
u
a
lit
y
o
f
h
ea
l
th
s
er
v
ic
es p
r
o
v
id
ed
.
“..
s
in
ce
th
en
,
my
emp
a
th
y
w
a
s
d
ec
r
ea
s
in
g
.
.
.
I
a
s
ke
d
my
ju
n
io
r
[
to
g
ive
ch
ec
k
u
p
]
”
–
A
2
,
Fem
ale,
FGD
A
“..
.
in
th
e
en
d
w
a
s
a
ll
co
-
a
s
s
d
id
n
o
t
w
a
n
t
to
en
ter
th
e
r
o
o
m.
.
o
f
co
u
r
s
e,
w
h
o
else
w
h
o
w
a
n
ted
to
tr
ea
t
a
p
a
tien
t like
th
a
t o
n
e.
.
”
–
E
2
,
M
ale,
FGD
E
P
atien
ts
w
h
o
s
h
o
w
p
o
w
er
te
n
d
to
m
ak
e
m
ed
ical
s
t
u
d
en
t
s
less
e
m
p
at
h
ic
w
it
h
t
h
e
m
,
i
n
co
n
tr
ast
to
s
o
cio
-
ec
o
n
o
m
icall
y
lo
w
er
p
atien
t
s
wh
o
m
a
k
e
it e
asier
f
o
r
s
tu
d
en
ts
t
o
em
p
at
h
ize.
“
W
h
en
th
e
p
a
tien
t
a
s
s
u
med
th
a
t
th
e
d
o
cto
r
ca
n
n
o
t
u
n
d
ers
ta
n
d
h
im
a
n
d
d
o
n
o
th
in
g
,
s
o
th
e
p
a
tien
t
s
h
o
w
s
th
e
ch
a
r
a
cter a
n
d
p
o
s
itio
n
o
f
h
im
[
w
h
ich
w
a
s
h
a
r
d
to
em
p
a
t
h
iz
e
]
.
”
–
P
,
Fe
m
ale,
2
0
1
4
,
W
r
i
tten
I
n
ter
v
ie
w
“Ou
r
emp
a
th
y
a
r
is
e
[
w
h
en
]
t
h
ere
a
r
e
s
o
me
p
r
o
b
lems
o
u
t
o
f
h
ea
lth
.
.
esp
ec
ia
lly
s
u
c
h
a
s
ec
o
n
o
mic,
fa
mily
s
u
p
p
o
r
ts
,
s
u
ch
th
o
s
e
ma
tter
s
.
”
–
A
4
,
Ma
le,
FGD
A
An
o
th
er
t
h
i
n
g
t
h
at
a
f
f
ec
t
s
e
m
p
ath
y
d
ep
en
d
s
o
n
t
h
e
t
y
p
e
a
n
d
d
eg
r
ee
o
f
d
is
ea
s
e
s
ev
er
it
y
o
f
th
e
p
atien
t.
Di
s
ea
s
e
t
y
p
es
i
n
cl
u
d
e
s
u
b
j
ec
ts
w
h
o
s
u
f
f
er
,
s
u
c
h
as
p
ed
iatr
ic
p
atien
ts
o
r
eld
er
l
y
p
atien
t
s
a
n
d
th
e
t
y
p
e
o
f
ill
n
ess
es
s
u
f
f
er
ed
,
s
u
ch
a
s
m
e
n
tal
p
at
ien
ts
o
r
o
b
s
tetr
y
-
g
y
n
ec
o
lo
g
y
p
atien
ts
.
T
h
e
s
ev
er
it
y
,
f
o
r
ex
a
m
p
le,
is
f
o
r
th
e
p
atien
ts
w
i
th
m
ild
o
r
m
o
d
er
ate
ca
s
es in
ter
m
i
n
al
p
h
ase.
“[
mo
r
e
emp
a
th
ic
]
w
h
en
th
e
p
a
tien
ts
w
ere
eld
er
b
u
t
th
ere
w
a
s
n
o
fa
mily
esco
r
tin
g
th
e
eld
er
to
ch
ec
k
u
p
…
”
–
T
,
Fem
ale,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
“
in
th
e
p
s
yc
h
ia
tr
y
,
it
is
s
u
ch
g
en
tle
ta
lk
to
th
e
p
a
tien
t,
th
ey
a
s
k
w
ith
p
a
tien
ce
,
n
o
[
r
is
in
g
vo
ice
]
.
.
”
–
D
3
,
Ma
le,
FGD
D
“
[
I
g
o
t
]
a
lco
h
o
l
in
to
xica
tio
n
p
a
tien
ts
,
ima
g
in
e
th
a
t
c
ivet
co
ffee
w
ere
mixe
d
w
ith
a
u
ta
n
(
a
n
ti
mo
s
q
u
ito
lo
tio
n
)
,
ju
s
t
to
ma
ke
th
em
“fl
y”.
I
t
w
a
s
s
tu
p
id
,
a
n
n
o
yin
g
.
.
.
ju
s
t
th
is
p
a
tien
t.
Of
co
u
r
s
e,
I
‟
m
u
p
s
et.
Ho
w
ca
n
I
b
ein
g
emp
a
teth
ic.
.
.
”
–
C
5
,
Ma
le,
FGD
C
3
.
2
.
3
.
Wo
rk
env
iro
n
m
ent
f
a
ct
o
r
B
u
r
n
o
u
t
b
ec
o
m
es
t
h
e
b
ig
g
es
t
f
ac
to
r
in
af
f
ec
ti
n
g
m
ed
ical
s
tu
d
e
n
ts
’
e
m
p
at
h
y
to
w
ar
d
s
p
atien
t
s
.
It
co
m
e
s
f
r
o
m
ac
ad
e
m
ic
b
u
r
d
en
,
w
o
r
k
b
u
r
d
en
,
ev
e
n
h
ar
as
s
m
en
t o
r
b
u
llyin
g
th
e
s
tu
d
e
n
ts
h
a
v
e
ex
p
er
ien
ce
d
.
Su
c
h
b
u
r
n
o
u
t
m
a
k
es e
m
p
at
h
y
d
ec
r
ea
s
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t.
J
.
P
u
b
lic
Hea
lth
Sci.
I
SS
N:
2
252
-
8806
Dete
r
min
a
n
ts
o
f m
ed
ica
l stu
d
en
ts
'
emp
a
th
y
d
u
r
in
g
clin
ica
l r
o
ta
tio
n
(
R
esia
n
a
C
itr
a
)
635
“
W
h
en
…
ma
n
y
s
cien
tifi
c
a
s
s
i
g
n
men
ts
o
r
o
th
ers
s
o
metime
s
I
fo
r
g
et
to
emp
a
th
iz
e
th
e
p
a
tien
ts
.
”
–
F,
Ma
le,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
“..
mo
s
tly
in
tir
ed
co
n
d
itio
n
,
ma
n
y
a
s
s
ig
n
men
ts
,
in
ch
a
r
g
e,
ca
s
e
r
ep
o
r
t
h
a
d
n
o
t
b
ee
n
w
r
itten
,
p
a
tien
t‟
s
fa
mily
s
o
metime
s
a
s
ke
d
th
a
t w
e
a
n
s
w
ered
less
.
.
.
”
–
A
1
,
Ma
le,
FGD
A
I
n
ad
d
itio
n
to
t
h
e
ac
ad
e
m
ic
b
u
r
d
en
t
h
at
ca
u
s
e
s
b
u
r
n
o
u
t,
m
u
c
h
w
o
r
k
lo
ad
is
a
ls
o
o
n
e
o
f
t
h
e
f
ac
to
r
s
t
h
at
in
f
lu
e
n
ce
e
m
p
a
th
y
.
“
...
I
n
b
u
s
y
times
a
n
d
a
s
ke
d
b
y
s
en
io
r
to
ch
ec
k
a
ll
p
a
tien
ts
fa
s
t.
A
u
to
ma
tica
lly
w
e
o
n
ly
ke
ep
in
g
o
n
fa
s
t
p
a
ce
b
y
o
n
ly
a
s
kin
g
s
h
o
r
t
co
mp
la
in
ts
,
ch
ec
kin
g
vita
l
s
ig
n
(
ju
s
t
like
th
a
t)
.
.
.
.
.
.
–
C
,
Ma
le,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
“If
o
n
e
p
a
tien
t‟
s
fo
llo
w
u
p
p
er h
o
u
r
o
r
tw
o
,
it is
…
fo
r
ex
a
mp
le
[
s
o
meb
o
d
y
s
a
id
]
“h
ey
,
th
e
p
a
tien
t is p
lu
s
[
d
ied
]
” c
o
mes o
u
t „
fin
a
lly
it is
p
lu
s
‟
.
A
lh
a
m
d
u
lill
a
h
.
”
–
B
2
,
F
e
m
ale,
FGD
B
B
u
r
n
o
u
t
ca
n
also
b
e
b
ec
au
s
e
o
f
h
ar
r
as
m
en
t
o
r
b
u
ll
y
in
g
.
I
t
m
a
y
co
m
e
f
r
o
m
d
o
cto
r
s
,
s
en
i
o
r
s
,
p
ar
am
ed
ic
s
,
o
r
o
th
er
s
.
“Pa
tien
ts
a
r
e
ma
n
y
b
u
t
it
i
s
n
o
t
(
o
n
ly)
b
ec
a
u
s
e
o
f
it,
r
esid
en
t‟
s
o
r
d
er
is
ti
r
in
g
w
h
en
th
ey
a
s
k
r
u
d
ely.
.
.
w
h
a
t is th
e
mis
ta
ke
o
f
a
s
kin
g
p
o
litely.
”
–
C
5
,
Ma
le,
F
GD
C
Feelin
g
ap
p
r
ec
iated
ca
n
al
s
o
i
n
cr
ea
s
e
s
tu
d
e
n
ts
’
e
m
p
a
th
y
to
w
ar
d
s
p
atie
n
ts
.
On
t
h
e
co
n
tr
ar
y
,
w
h
e
n
t
h
e
w
o
r
k
is
n
o
t a
p
p
r
ec
iated
,
it lea
d
s
th
e
m
ed
ical
s
tu
d
en
t to
b
e
less
e
m
p
at
h
ic.
“I
a
m
s
o
metime
s
to
u
ch
ed
th
a
t
I
d
o
less
b
u
t th
ey
t
h
a
n
k
me.
.
”
–
B
4
,
Fem
ale,
FG
D
B
“
[
W
e‟
r
e
]
n
o
t
a
p
p
r
ec
ia
ted
.
.
.
W
e
g
ive
a
d
vice
.
.
.
B
u
t
w
h
y
th
e
y
d
o
n
o
t
lis
ten
,
n
a
h
.
S
o
.
.
yo
u
i
g
n
o
r
e
yo
u
r
s
elf,
w
h
y
d
o
w
e
ca
r
e
fo
r
yo
u
?
!
.
”
–
D2
,
Fe
m
ale,
FGD
D
An
o
th
er
f
ac
to
r
is
th
e
co
n
d
itio
n
o
f
w
o
r
k
i
n
g
e
n
v
ir
o
n
m
en
t.
St
u
d
en
t
s
as
s
es
s
w
h
et
h
er
t
h
e
co
n
d
itio
n
o
f
t
h
e
h
o
s
p
ital
is
co
n
d
u
ci
v
e
an
d
s
u
p
p
o
r
tin
g
to
b
e
em
p
ath
ic
o
r
n
o
t
;
f
o
r
ex
a
m
p
le
,
h
o
w
co
o
p
er
ativ
e
s
o
m
e
p
ar
ties
ar
e
,
w
h
at
h
o
s
p
ital r
eg
u
latio
n
s
y
s
te
m
is
,
an
d
s
o
o
n
.
“If
th
e
s
itu
a
tio
n
is
co
n
d
u
cive
,
co
mfo
r
ta
b
le,
a
n
d
ev
eryb
o
d
y
w
o
r
kin
g
co
o
p
era
tively.
.
.
.
it
w
o
u
ld
r
a
i
s
e
emp
a
th
y
.
”
–
T
,
Fem
ale,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
“..
.
.
ch
ec
k
th
e
p
o
ly.
.
ma
yb
e
b
e
ca
u
s
e
o
f
th
e
s
ystem
err
o
r
,
th
e
r
eg
u
la
tio
n
,
s
o
th
ere
a
r
e
ma
n
y
fa
cto
r
s
ca
n
a
ffect
th
e
emp
a
th
y
.
A
ctu
a
lly,
w
e
feel
s
o
r
r
y
fo
r
th
o
s
e
w
h
o
w
a
it
fr
o
m
mo
r
n
in
g
u
n
til
a
fter
n
o
o
n
,
ju
s
t
s
ee
th
e
fa
ce
,
w
r
itin
g
,
th
en
h
e
c
o
mes b
a
ck
.
I
t is n
o
t wh
a
t th
e
p
a
tien
ts
ex
p
ec
ted
.
”
–
A
5
,
Ma
le,
FGD
A
T
h
e
p
o
s
itiv
e
r
o
le
m
o
d
el
w
ill
g
iv
e
p
o
s
iti
v
e
in
f
l
u
en
ce
to
t
h
e
s
t
u
d
e
n
t
s
s
o
th
e
y
ca
n
ea
s
il
y
e
m
p
h
atize
t
h
e
p
atien
t
s
.
“In
my
o
p
in
io
n
,
th
e
g
o
o
d
d
o
cto
r
is
th
e
o
n
e
w
h
o
emp
a
th
iz
e
like
d
o
cto
r
A
.
I
w
a
s
ch
a
n
g
ed
th
ere…m
y
p
a
r
a
d
ig
m
a
b
o
u
t
th
ere
w
a
s
a
d
o
cto
r
w
h
o
1
0
0
%
fo
r
p
a
tien
ts
,
1
0
0
%
fo
r
th
eir
s
tu
d
en
ts
a
n
d
1
0
0
%
fo
r
fa
mily.
”
–
E
2
,
2
0
1
5
,
FGD
E
P
o
s
itiv
e
r
o
le
m
o
d
el
is
ass
u
m
e
d
b
y
t
h
e
m
ed
ical
s
tu
d
e
n
ts
as a
d
o
cto
r
w
h
o
tr
ies to
g
i
v
e
th
e
b
e
s
t f
o
r
th
e
p
atie
n
ts
.
“..
.
.
.
a
fter
ta
kin
g
in
tern
a
n
d
a
n
estes
h
io
lo
g
y
s
ta
g
es,
th
e
emp
a
th
y
w
a
s
d
ec
r
ea
s
in
g
.
I
t
w
a
s
o
r
d
in
a
r
y
to
s
ee
s
o
me
p
a
r
ties
u
n
d
eres
tima
te
th
e
p
a
tien
ts
.
.
.
.
.
”
–
F,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
T
h
er
e
is
also
a
n
eg
ativ
e
r
o
le
m
o
d
el
o
f
a
d
o
cto
r
w
h
o
g
i
v
es
in
ap
p
r
o
p
r
iate
ex
am
p
le
to
th
e
s
tu
d
en
t
s
’
attitu
d
e
to
w
ar
d
th
e
p
atie
n
ts
.
“..
.
.
.
a
fter
ta
kin
g
in
tern
a
n
d
a
n
estes
h
io
lo
g
y
s
ta
g
es,
th
e
emp
a
th
y
w
a
s
d
ec
r
ea
s
in
g
.
I
t
w
a
s
o
r
d
in
a
r
y
to
s
ee
s
o
me
p
a
r
ties
u
n
d
eres
tima
te
th
e
p
a
tien
ts
.
.
.
.
.
”
–
F,
2
0
1
4
,
W
r
itten
I
n
ter
v
ie
w
C
o
n
s
c
io
u
s
l
y
o
r
n
o
t,
th
e
m
ed
ic
al
s
tu
d
e
n
ts
i
m
itate
s
u
c
h
r
o
le
m
o
d
el
b
eh
av
io
u
r
s
.
“In
my
fir
s
t
d
a
y
[
co
-
a
s
s
]
I
a
ls
o
th
o
u
g
h
t,
“W
h
y
th
e
r
esid
en
t
a
n
d
s
en
io
r
o
f
2
0
1
3
th
e
b
eh
a
vio
r
w
a
s
[
a
n
g
r
y
,
ig
n
o
r
a
n
t
]
t
o
th
e
p
a
tien
t,
b
u
t I
a
ls
o
th
in
k
th
a
t
I
a
m
like
o
n
e
.
”
–
C
1
,
Fe
m
ale,
FGD
C
“a
t
fir
s
t
w
e
d
o
n
o
t
h
a
ve
co
u
r
a
g
e
to
s
n
a
p
th
e
p
a
tien
ts
,
a
n
d
th
ere
w
a
s
o
n
e
w
h
o
s
n
a
p
p
ed
t
h
e
p
a
tien
ts
,
a
t
fir
s
t
w
e
w
e
r
e
s
h
o
ck
ed
.
.
.
b
y
t
h
e
time
flies
.
.
.
w
e
a
ls
o
b
ec
o
me
o
n
e
[
s
n
a
p
p
in
g
]
.
”
–
D3
,
Ma
le,
F
GD
D
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8806
I
n
t.
J
.
P
u
b
lic
Hea
lth
Sci.,
Vo
l.
10
,
No
.
3
,
Sep
tem
b
er
2021
:
629
–
6
3
7
636
3
.
3
.
Dis
cus
s
io
n
So
m
e
d
eter
m
in
a
n
t
s
ca
n
i
n
cr
ea
s
e
t
h
e
e
m
p
at
h
y
o
f
m
ed
ical
s
tu
d
en
t
s
,
b
u
t
at
t
h
e
s
a
m
e
ti
m
e
it
ca
n
als
o
r
ed
u
ce
t
h
eir
e
m
p
at
h
y
.
So
m
e
ti
m
es
o
n
e
an
d
/o
r
m
o
r
e
f
ac
to
r
s
ca
n
in
f
l
u
e
n
ce
o
n
e
'
s
e
m
p
at
h
y
,
b
u
t
o
n
t
h
e
o
th
er
h
an
d
o
n
e
an
d
/o
r
m
o
r
e
f
ac
to
r
s
ca
n
h
av
e
a
d
if
f
er
en
t
i
n
f
l
u
en
ce
o
n
o
th
er
s
.
I
n
t
h
e
r
esear
ch
d
is
c
u
s
s
io
n
,
th
e
d
eter
m
in
a
n
t
s
d
is
cu
s
s
ed
ar
e
d
eter
m
i
n
a
n
ts
t
h
a
t o
f
ten
ap
p
ea
r
d
u
r
in
g
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
.
Kn
o
w
led
g
e
ab
o
u
t
e
m
p
ath
y
,
s
u
c
h
as
t
h
e
b
en
e
f
its
o
f
e
m
p
ath
y
,
a
n
tip
at
h
y
i
m
p
ac
ts
,
a
n
d
w
a
y
s
to
b
e
e
m
p
ath
et
ic
ca
n
b
e
o
n
e
o
f
th
e
w
a
y
s
to
i
n
cr
ea
s
e
e
m
p
at
h
y
[
1
6
]
.
D
ir
ec
t
co
n
tact
ex
p
er
ien
ce
w
i
th
p
atien
t
s
is
o
n
e
o
f
th
e
m
o
s
t
in
f
l
u
en
tial
w
a
y
s
i
n
in
cr
ea
s
in
g
th
e
s
tu
d
e
n
ts
’
e
m
p
a
th
y
b
ec
au
s
e
m
ee
ti
n
g
th
e
p
atien
ts
p
r
o
v
id
es
o
p
p
o
r
tu
n
itie
s
f
o
r
d
ir
ec
t
lear
n
i
n
g
a
n
d
p
r
ac
tice
s
s
k
il
ls
r
elate
d
to
e
m
p
ath
y
,
s
u
c
h
as
as
k
i
n
g
t
h
e
r
ig
h
t
q
u
e
s
tio
n
s
,
lear
n
in
g
t
h
e
p
atie
n
t
's
b
o
d
y
la
n
g
u
a
g
e,
an
d
s
h
o
w
i
n
g
e
m
p
a
th
y
[
4
]
.
Un
f
o
r
tu
n
atel
y
,
t
h
e
lac
k
o
f
ti
m
e
h
eld
b
y
m
ed
ical
s
t
u
d
en
ts
p
r
ev
e
n
ts
t
h
e
m
f
r
o
m
b
ein
g
e
m
p
a
th
ic
to
w
ar
d
s
p
atien
ts
[
17
]
,
[
18
].
A
g
r
ee
ab
le
p
er
s
o
n
alit
y
t
y
p
e
an
d
o
p
en
n
es
s
to
e
x
p
er
ien
ce
ca
n
s
h
o
w
m
o
r
e
e
m
p
ath
y
[
19
].
H
o
w
e
v
er
,
o
th
er
t
y
p
es
ca
n
n
o
t
b
e
j
u
s
tifie
d
th
at
t
h
e
y
ar
e
in
ca
p
ab
le
o
f
co
m
m
u
n
ica
ti
n
g
a
n
d
e
m
p
at
h
izi
n
g
,
th
er
e
f
o
r
e
m
ed
ical
s
t
u
d
en
ts
m
u
s
t
b
e
eq
u
ip
p
ed
w
ith
th
e
r
i
g
h
t
k
n
o
w
led
g
e
an
d
s
k
il
ls
to
u
n
d
er
s
tan
d
p
atie
n
ts
[
20
].
W
h
ile,
th
e
ch
an
g
es
i
n
p
r
e
-
cl
in
ica
l
li
f
e
an
d
clin
ical
cler
k
s
h
ip
ar
e
th
o
u
g
h
t to
an
e
f
f
ec
t o
n
p
er
s
o
n
al
w
ell
-
b
ein
g
,
esp
ec
iall
y
a
lack
o
f
r
est ti
m
e
[
2
1
]
.
C
h
a
r
a
c
t
e
r
i
s
t
i
cs
o
f
p
a
ti
en
t
’s
an
d
p
a
ti
en
t’
s
f
am
i
ly
’s
a
tt
i
tu
d
es
af
f
e
ct
th
e
em
p
a
th
y
o
f
m
e
d
i
c
a
l
s
tu
d
en
ts
b
e
c
a
u
s
e
em
p
ath
y
is
al
s
o
r
e
l
a
ted
t
o
c
o
m
m
u
n
i
c
a
ti
o
n
.
On
e
o
f
th
e
c
o
m
m
u
n
i
c
a
t
i
o
n
s
k
il
ls
th
at
d
o
c
t
o
r
s
m
u
s
t
p
o
s
s
ess
is
b
e
i
n
g
a
b
le
t
o
s
h
o
w
em
p
a
th
y
b
o
t
h
v
e
r
b
a
lly
a
n
d
n
o
n
v
e
r
b
a
lly
t
o
w
a
r
d
s
th
e
p
a
t
ie
n
t
s
[
2
2
]
.
T
h
e
r
e
a
r
e
v
a
r
i
o
u
s
o
b
s
t
a
c
l
es
i
n
th
e
c
o
m
m
u
n
i
ca
t
i
o
n
w
ith
p
at
i
en
ts
o
r
th
ei
r
f
am
il
i
es,
f
o
r
ex
am
p
l
e
th
ei
r
p
o
o
r
a
t
ti
tu
d
e
,
em
o
t
i
o
n
a
l f
a
c
t
o
r
s
t
h
ey
h
av
e
,
a
n
d
t
h
e
i
r
d
i
s
t
r
u
s
t
o
f
m
e
d
i
c
a
l
s
t
u
d
e
n
t
s
w
h
i
c
h
a
l
s
o
m
a
k
e
i
t
d
i
f
f
i
c
u
l
t
f
o
r
t
h
e
s
t
u
d
e
n
t
s
t
o
s
h
o
w
e
m
p
a
t
h
y
[
2
3
]
.
B
u
r
n
o
u
t
ca
n
co
m
e
f
r
o
m
v
ar
i
o
u
s
t
h
in
g
s
,
s
u
c
h
as
ac
ad
e
m
ic
b
u
r
d
en
,
w
o
r
k
b
u
r
d
en
,
o
r
h
ar
ass
m
en
t
a
n
d
b
u
ll
y
i
n
g
ex
p
er
ien
ce
d
b
y
th
e
s
t
u
d
en
t
s
.
On
e
k
i
n
d
o
f
b
u
ll
y
i
n
g
t
h
e
s
t
u
d
en
ts
e
x
p
er
ien
ce
is
e
x
ce
s
s
i
v
e
w
o
r
k
b
u
r
d
en
an
d
i
n
f
l
u
e
n
ce
o
n
u
n
d
er
m
in
e
d
co
n
f
id
e
n
ce
[
2
4
]
.
T
h
is
h
ar
ass
m
en
t
ca
n
al
s
o
ca
u
s
e
b
u
r
n
o
u
t.
B
u
r
n
o
u
t
f
r
o
m
w
h
ate
v
er
r
ea
s
o
n
cr
ea
te
s
n
eg
at
iv
e
m
o
o
d
o
r
e
m
o
tio
n
t
h
at
is
f
e
lt
b
y
t
h
e
s
tu
d
e
n
ts
[
2
1
]
.
B
u
r
n
o
u
t
i
s
a
s
tr
ess
-
r
elate
d
s
y
n
d
r
o
m
e,
s
i
g
n
ed
b
y
f
a
tig
u
e
,
d
ep
er
s
o
n
aliza
tio
n
an
d
r
ed
u
ce
d
ac
h
iev
e
m
en
t,
an
d
is
ass
o
ciate
d
w
it
h
lo
w
e
r
e
m
p
ath
y
o
f
th
e
s
tu
d
e
n
ts
[
2
5
]
.
B
u
r
n
o
u
t
an
d
e
m
p
at
h
y
h
a
v
e
a
co
m
p
le
x
t
w
o
-
w
a
y
r
elatio
n
s
h
ip
.
O
n
th
e
o
th
er
h
a
n
d
,
th
er
e
is
e
v
id
en
ce
t
h
at
w
e
ll
-
b
ein
g
h
as
a
p
o
s
iti
v
e
co
r
r
elat
io
n
w
it
h
th
e
lev
el
o
f
e
m
p
a
t
h
y
[
2
6
]
.
T
h
u
s
,
th
e
i
m
p
le
m
en
ta
tio
n
o
f
r
e
g
u
latio
n
s
s
u
c
h
as
r
ed
u
ci
n
g
w
o
r
k
h
o
u
r
s
an
d
p
r
o
v
id
in
g
s
e
m
in
ar
s
o
f
s
e
l
f
-
d
ev
elo
p
m
e
n
t
ca
n
b
e
co
n
d
u
cted
to
av
o
id
b
u
r
n
o
u
t
an
d
to
co
n
tr
o
l e
m
o
tio
n
(
m
o
o
d
s
)
th
at
ca
n
a
f
f
ec
t st
u
d
en
t
s’
e
m
p
ath
y
[
1
5
]
,
[
2
7
].
R
o
le
m
o
d
el
s
h
a
v
e
m
an
y
r
o
les
in
f
o
r
m
i
n
g
att
itu
d
e,
d
eter
m
i
n
in
g
ca
r
ee
r
,
o
r
g
iv
i
n
g
a
f
f
ec
ts
to
m
ed
ica
l
s
tu
d
e
n
ts
i
n
e
m
p
h
atizi
n
g
th
e
p
atien
ts
[
2
8
]
,
[
29
]
,
[
3
0
]
.
Me
d
ical
s
tu
d
en
ts
ea
s
i
l
y
ad
o
p
t
th
eir
r
o
le
m
o
d
e
l
b
eh
av
io
u
r
.
I
m
i
tati
n
g
s
o
m
eo
n
e
s
h
o
w
s
th
a
t
th
e
o
b
s
er
v
er
ai
m
s
at
ac
h
iev
i
n
g
th
e
i
n
ten
tio
n
o
f
t
h
e
r
o
le
m
o
d
el.
As
a
r
esu
lt,
t
h
e
p
u
r
p
o
s
e
o
f
r
o
le
m
o
d
el
b
e
h
av
io
u
r
is
m
o
r
e
i
m
p
o
r
ta
n
t
t
h
a
n
t
h
e
b
eh
a
v
io
u
r
its
el
f
,
w
h
eth
er
th
e
b
eh
av
io
u
r
i
s
e
m
p
at
h
ic
o
r
n
o
t t
o
w
ar
d
s
th
e
p
atie
n
t [
3
1
]
.
T
h
is
r
esear
ch
is
th
e
f
ir
s
t
q
u
alit
ativ
e
r
esear
ch
i
n
I
n
d
o
n
esia
t
h
a
t
ex
p
lo
r
es
th
e
f
ac
to
r
s
w
h
ic
h
in
f
l
u
en
ce
t
h
e
e
m
p
ath
y
o
f
m
ed
ical
s
tu
d
e
n
ts
to
w
ar
d
s
p
atie
n
ts
.
T
h
e
m
o
s
t
c
r
u
cial
r
esear
c
h
li
m
itat
io
n
i
n
t
h
is
r
esear
ch
is
t
h
e
li
m
ited
r
esear
ch
p
ar
ticip
an
t
s
,
w
h
ic
h
ar
e
o
n
l
y
m
ed
ical
p
r
o
f
ess
io
n
al
s
t
u
d
en
ts
o
f
X
U
n
iv
er
s
it
y
w
i
th
th
eir
cu
ltu
r
a
l
ed
u
ca
tio
n
t
h
at
m
ig
h
t
b
e
d
if
f
er
en
t
,
co
m
p
ar
ed
to
th
at
o
f
o
th
er
u
n
i
v
er
s
it
ies
.
T
h
er
ef
o
r
e,
th
e
r
esu
lt
s
o
f
t
h
is
s
tu
d
y
d
o
n
o
t
r
ep
r
esen
t
all
m
ed
ical
s
tu
d
en
t
s
.
Ho
w
ev
er
,
s
o
m
e
o
f
th
e
r
esu
lt
s
o
f
t
h
i
s
r
esear
ch
r
e
s
e
m
b
le
t
h
e
r
esu
lts
o
f
s
i
m
ilar
s
t
u
d
ies
c
o
n
d
u
cted
in
s
ev
er
al
co
u
n
tr
ie
s
[
1
4
]
,
[
15
]
,
[
3
2
]
,
[
3
3
]
.
T
h
e
au
th
o
r
itie
s
n
ee
d
to
ev
al
u
ate
r
eg
u
lat
io
n
s
in
th
e
h
o
s
p
ita
l,
f
o
r
ex
a
m
p
le
r
e
g
ar
d
in
g
w
o
r
k
i
n
g
h
o
u
r
s
to
a
v
o
id
b
u
r
n
o
u
t
wh
ich
ca
n
af
f
ec
t
th
e
e
m
p
ath
y
o
f
m
ed
ical
s
tu
d
e
n
ts
,
m
ed
ical
ed
u
ca
t
io
n
in
s
tit
u
tio
n
s
n
ee
d
t
o
h
o
ld
p
o
s
itiv
e
ac
ti
v
itie
s
s
u
c
h
as
s
el
f
-
d
ev
elo
p
m
en
t
s
e
m
in
ar
s
to
d
ev
elo
p
p
er
s
o
n
alities
an
d
ef
f
o
r
ts
to
r
eg
u
late
s
tu
d
e
n
ts
'
e
m
o
tio
n
s
(
m
o
o
d
s
)
w
h
ich
ca
n
af
f
ec
t th
e
e
m
p
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o
f
m
ed
ical
s
tu
d
e
n
ts
to
w
ar
d
s
p
atien
t
s
.
4.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
f
o
cu
s
ed
o
n
ex
p
lo
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in
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th
at
a
f
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ts
th
e
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m
p
ath
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f
m
ed
ical
s
t
u
d
en
ts
w
h
o
tak
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p
r
o
f
ess
io
n
al
ed
u
ca
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i
n
I
n
d
o
n
esia
.
T
h
e
f
i
n
d
in
g
o
f
t
h
is
s
tu
d
y
i
s
v
ar
io
u
s
f
ac
to
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s
ca
n
i
n
f
lu
e
n
ce
m
ed
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l
s
tu
d
e
n
ts
in
s
h
o
w
i
n
g
e
m
p
at
h
y
to
w
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p
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ts
,
s
u
ch
as
in
ter
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al
-
f
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,
p
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ts
’
a
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p
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’
f
a
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s
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d
w
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k
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v
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t
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T
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f
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s
ar
e
p
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s
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al
,
w
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m
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.
T
h
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au
t
h
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r
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ate
r
e
g
u
la
tio
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d
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eg
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ts
'
e
m
o
tio
n
s
(
m
o
o
d
s
)
.
RE
F
E
R
E
NC
E
S
[1
]
De
c
e
t
y
J.,
a
n
d
S
v
e
tl
o
v
a
M
.
,
“
P
u
tt
i
n
g
to
g
e
th
e
r
p
h
y
l
o
g
e
n
e
ti
c
a
n
d
o
n
t
o
g
e
n
e
ti
c
p
e
rs
p
e
c
ti
v
e
s
o
n
e
m
p
a
th
y
,
”
D
e
v
e
lo
p
me
n
ta
l
c
o
g
n
it
i
v
e
n
e
u
ro
sc
ien
c
e
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
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4
,
2
0
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2
,
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o
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.
d
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.
2
0
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1
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0
5
.
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0
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t.
J
.
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Hea
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SS
N:
2
252
-
8806
Dete
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th
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clin
ica
l r
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(
R
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a
C
itr
a
)
637
[2
]
Cu
f
f
B.
M
.
,
Bro
w
n
S
.
J.,
Ta
y
lo
r
L
.
,
a
n
d
Ho
wa
t
D.
J.,
“
E
m
p
a
th
y
:
A
re
v
i
e
w
o
f
th
e
c
o
n
c
e
p
t,
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Emo
ti
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re
v
iew
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l.
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.
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4
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6
6
[3
]
Ku
s
L
.
,
He
n
d
e
rso
n
L
.
,
a
n
d
Ba
tt
A
.
M
.
“
Em
p
a
th
y
in
p
a
ra
m
e
d
ic
p
ra
c
ti
c
e
:
a
n
o
v
e
rv
iew
,
”
J
o
u
rn
a
l
o
f
P
a
ra
me
d
ic
Pra
c
ti
c
e
,
v
o
.
11
,
n
o
.
4
,
p
p
.
1
-
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,
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0
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9
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o
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0
.
1
2
9
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8
/
jp
a
r.
2
0
1
9
.
1
1
.
4
.
C
P
D1
.
[4
]
S
h
e
ik
h
H.,
Ca
rp
e
n
ter
J.
,
a
n
d
W
e
e
J
.
,
“
M
e
d
ica
l
stu
d
e
n
t
re
p
o
rti
n
g
o
f
f
a
c
to
rs
a
ffe
c
ti
n
g
p
re
-
c
lerk
s
h
ip
c
h
a
n
g
e
s
in
e
m
p
a
th
y
:
a
q
u
a
li
tativ
e
stu
d
y
,”
Ca
n
a
d
ia
n
M
e
d
ica
l
Ed
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
e
2
6
–
e
3
4
,
2
0
1
3
.
[5
]
Je
ff
r
e
y
D.,
“
E
m
p
a
th
y
,
s
y
m
p
a
th
y
a
n
d
c
o
m
p
a
ss
io
n
in
h
e
a
lt
h
c
a
re
:
Is
th
e
re
a
p
ro
b
lem
?
I
s
th
e
re
a
d
iff
e
re
n
c
e
?
Do
e
s
it
m
a
tt
e
r?
,
”
J
o
u
rn
a
l
o
f
t
h
e
Ro
y
a
l
S
o
c
iety
o
f
M
e
d
icin
e
,
v
o
l.
1
0
9
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o
.
1
2
,
p
p
4
4
6
-
4
5
2
,
2
0
1
6
.
[6
]
Ries
s H
.
, “
T
h
e
S
c
ien
c
e
o
f
E
m
p
a
th
y
,”
J
o
u
rn
a
l
o
f
P
a
ti
e
n
t
Exp
e
rie
n
c
e
,
v
o
l.
4
,
n
o
.
2
,
7
4
-
7
7
,
2
0
1
7
.
[7
]
De
rk
se
n
F
.
e
t
a
l.
,
“
Ef
fe
c
ti
v
e
n
e
ss
o
f
e
m
p
a
th
y
in
g
e
n
e
ra
l
p
ra
c
ti
c
e
:
A
s
y
ste
m
a
ti
c
re
v
ie
w
,”
Brit
ish
J
o
u
rn
a
l
o
f
Ge
n
e
ra
l
Pra
c
ti
c
e
,
v
o
l.
63
,
n
o
.
6
0
6
,
p
p
.
e
7
6
-
e
8
4
,
2
0
1
3
.
[8
]
M
e
rc
e
r
S
.
W
.
e
t
a
l.
,
“
G
e
n
e
ra
l
p
r
a
c
ti
ti
o
n
e
rs’
e
m
p
a
th
y
a
n
d
h
e
a
lt
h
o
u
tco
m
e
s:
A
p
ro
sp
e
c
ti
v
e
o
b
se
rv
a
ti
o
n
a
l
stu
d
y
o
f
c
o
n
su
lt
a
ti
o
n
s
in
a
re
a
s o
f
h
ig
h
a
n
d
lo
w
d
e
p
riv
a
ti
o
n
,”
An
n
a
ls
o
f
Fa
m
il
y
M
e
d
icin
e
,
v
o
l.
14
,
n
o
.
2
,
p
p
.
1
1
7
-
1
2
4
,
2
0
1
6
.
[9
]
Qu
in
c
e
T
.
,
T
h
iem
a
n
n
P
.
,
Be
n
so
n
J.,
a
n
d
Hy
d
e
S.
,
“
Un
d
e
r
g
ra
d
u
a
te
m
e
d
ica
l
stu
d
e
n
ts
;
e
m
p
a
th
y
:
c
u
rre
n
t
p
e
rsp
e
c
ti
v
e
s
,”
Ad
v
a
n
c
e
s in
M
e
d
ic
a
l
E
d
u
c
a
t
io
n
a
n
d
Pra
c
ti
c
e
,
v
o
l.
7
,
p
p
.
4
4
3
-
55
,
2
0
1
6
,
d
o
i
:
1
0
.
2
1
4
7
/A
M
E
P
.
S
7
6
8
0
0
.
[1
0
]
Ka
tao
k
a
H
.
e
t
a
l.
,
“
M
e
a
su
re
m
e
n
t
o
f
e
m
p
a
th
y
a
m
o
n
g
Ja
p
a
n
e
s
e
m
e
d
ica
l
stu
d
e
n
ts:
P
sy
c
h
o
m
e
tr
ics
a
n
d
sc
o
re
d
if
fe
re
n
c
e
s b
y
g
e
n
d
e
r
a
n
d
lev
e
l
o
f
m
e
d
ica
l
e
d
u
c
a
ti
o
n
,”
Aca
d
e
mic
M
e
d
icin
e
v
o
l.
84
,
n
o
.
9
,
p
p
.
1
1
9
2
-
1
1
9
7
,
2
0
0
9
.
[1
1
]
Ro
f
f
S
,
“
Re
c
o
n
sid
e
rin
g
t
h
e
“
d
e
c
li
n
e
”
o
f
m
e
d
ica
l
stu
d
e
n
t
e
m
p
a
th
y
a
s
re
p
o
rted
i
n
st
u
d
ies
u
si
n
g
th
e
Je
f
f
e
rso
n
S
c
a
le
o
f
P
h
y
sic
ian
E
m
p
a
th
y
-
S
tu
d
e
n
t
v
e
rsio
n
(JS
P
E
-
S)
,”
M
e
d
ica
l
T
e
a
c
h
e
r
,
v
o
l.
37
,
n
o
.
8
,
p
p
.
7
8
3
-
7
8
6
,
2
0
1
5
.
[1
2
]
S
h
a
sh
ik
u
m
a
r
R
.
e
t
a
l.
,
“
Cro
ss
se
c
ti
o
n
a
l
a
ss
e
ss
m
e
n
t
o
f
e
m
p
a
th
y
a
m
o
n
g
u
n
d
e
rg
ra
d
u
a
tes
f
ro
m
a
m
e
d
ica
l
c
o
ll
e
g
e
,”
M
e
d
ica
l
J
o
u
r
n
a
l
Arme
d
Fo
rc
e
s I
n
d
i
a
,
v
o
l
.
70
,
n
o
.
2
,
p
p
.
1
7
9
-
1
8
5
,
2
0
1
4
.
[1
3
]
L
i
s
t
iy
a
n
d
i
n
i
R
.
A
.
A
n
d
S
u
l
a
e
m
a
n
D
.
,
“
E
m
p
a
t
h
y
f
o
r
P
r
e
c
l
i
n
i
c
a
l
a
n
d
K
o
a
s
M
e
d
i
c
a
l
S
t
u
d
e
n
t
s
i
n
J
a
k
a
r
ta
(
I
n
I
n
d
o
n
e
s
i
a
:
E
m
p
a
t
i
M
a
h
a
s
i
s
w
a
K
e
d
o
k
t
e
r
a
n
P
r
e
k
l
i
n
i
k
d
a
n
K
o
a
s
d
i
J
a
k
a
r
t
a
)
,
”
C
o
n
f
e
r
e
n
c
e
:
K
o
n
f
e
r
e
n
s
i
N
a
s
i
o
n
a
l
I
I
I
P
s
i
k
o
l
o
g
i
K
e
s
e
h
a
t
a
n
A
t
:
F
a
k
u
l
t
a
s
P
s
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k
o
l
o
g
i
U
n
i
v
e
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i
t
a
s
Y
A
R
S
I
,
v
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l
.
1
.
J
u
l
y
2
0
1
7
,
p
p
.
1
6
8
-
1
6
9
.
[1
4
]
Je
ff
r
e
y
,
Ia
n
Da
v
id
,
“
Ex
p
lo
ri
n
g
Em
p
a
th
y
w
it
h
M
e
d
ica
l
S
tu
d
e
n
t
s:
A
Qu
a
li
tativ
e
L
o
n
g
it
u
d
i
n
a
l
P
h
e
n
o
m
e
n
o
l
o
g
y
S
tu
d
y
,”
T
h
e
sis
,
Un
iv
e
rsit
y
o
f
Ed
in
b
u
rg
,
2
0
1
8.
[1
5
]
P
o
h
o
n
tsc
h
N.
J
.
e
t
a
l.
,
“
In
f
lu
e
n
c
e
s
o
n
st
u
d
e
n
ts’e
m
p
a
th
y
in
m
e
d
ica
l
e
d
u
c
a
ti
o
n
:
A
n
e
x
p
lo
ra
to
ry
in
terv
iew
stu
d
y
w
it
h
m
e
d
ica
l
stu
d
e
n
ts
i
n
t
h
e
ir
t
h
i
rd
a
n
d
las
t
y
e
a
r
,”
BM
C
M
e
d
ica
l
Ed
u
c
a
t
i
o
n
,
v
o
l.
18
,
n
o
.
1
,
p
p
.
1
-
9
.
2
0
1
8
.
[1
6
]
Je
ff
re
y
D.
a
n
d
Do
w
n
ie
R.
,
“
E
m
p
a
th
y
-
Ca
n
it
b
e
tau
g
h
t?,”
J
o
u
rn
a
l
o
f
th
e
Ro
y
a
l
Co
ll
e
g
e
o
f
Ph
y
sic
ia
n
s
o
f
Ed
in
b
u
r
g
h
,
v
o
l.
4
6
,
n
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p
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7
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P
E.
2
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.
[1
7
]
T
a
v
a
k
o
l
S
.
,
De
n
n
ick
R.
,
a
n
d
T
a
v
a
k
o
l,
M
.
,
“
M
e
d
ica
l
stu
d
e
n
ts’
u
n
d
e
rsta
n
d
in
g
o
f
e
m
p
a
th
y
:
a
p
h
e
n
o
m
e
n
o
lo
g
ica
l
stu
d
y
,
”
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
46
,
n
o
l.
3
,
p
p
.
3
0
6
-
3
1
6
,
2
0
1
2
.
[1
8
]
Ei
k
e
lan
d
H
e
t
a
l.
,
“
T
h
e
p
h
y
sic
ia
n
’s
ro
le
a
n
d
e
m
p
a
th
y
-
a
q
u
a
li
tativ
e
stu
d
y
o
f
th
ird
y
e
a
r
m
e
d
ica
l
stu
d
e
n
ts
,”
BM
C
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
1
-
8
,
2
0
1
4
.
[1
9
]
Co
sta
P
.
,
M
a
g
a
lh
ã
e
s
E.,
a
n
d
C
o
s
ta
M
.
J.
,
“
A
late
n
t
g
ro
w
th
m
o
d
e
l
su
g
g
e
sts
th
a
t
e
m
p
a
th
y
o
f
m
e
d
ic
a
l
stu
d
e
n
ts
d
o
e
s
n
o
t
d
e
c
li
n
e
o
v
e
r
ti
m
e
,
”
Ad
v
a
n
c
e
s in
He
a
lt
h
S
c
ie
n
c
e
s E
d
u
c
a
ti
o
n
,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
5
0
9
-
5
2
2
,
2
0
1
2
.
[2
0
]
Og
le
J
.
,
Bu
sh
n
e
ll
J
.
,
a
n
d
Ca
p
u
ti
P
.
,
“
Em
p
a
th
y
is
re
late
d
to
c
li
n
ica
l
c
o
m
p
e
ten
c
e
in
m
e
d
ica
l
c
a
re
,
”
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
7
,
n
o
.
8
,
p
p
.
8
2
4
-
8
3
1
,
2
0
1
3
.
[2
1
]
Be
ll
in
i
L
.
M
,
“
V
a
riati
o
n
o
f
M
o
o
d
a
n
d
Em
p
a
th
y
Du
rin
g
In
tern
s
h
ip
,”
J
AM
A
,
v
o
l.
2
8
7
,
n
o
.
23
,
p
p
.
3
1
4
3
-
3
1
4
6
,
2
0
2
1
,
[2
2
]
In
d
o
n
e
sia
n
M
e
d
ica
l
Co
u
n
c
il
,
“
In
d
o
n
e
sia
n
Do
c
t
o
r
Co
m
p
e
ten
c
y
S
tan
d
a
rd
s
(In
I
n
d
o
n
e
sia
:
S
ta
n
d
a
r Ko
m
p
e
ten
si Do
k
ter
In
d
o
n
e
sia
)
,
”
Ja
k
a
rta:
Ko
n
sil
Ke
d
o
k
tera
n
In
d
o
n
e
sia
,
2
0
1
2
.
[2
3
]
A
ru
m
sa
ri
D.P
.
,
Em
a
li
y
a
w
a
ti
E.
,
a
n
d
S
riati
A
.
,
“
Ba
rriers
to
Eff
e
c
ti
v
e
Co
m
m
u
n
ica
ti
o
n
o
f
th
e
Nu
rse
with
th
e
P
a
ti
e
n
t'
s
F
a
m
il
y
in
th
e
P
e
rsp
e
c
ti
v
e
o
f
th
e
Nu
rse
(In
In
d
o
n
e
sia
:
Ha
mb
a
ta
n
Ko
mu
n
ika
si
Ef
e
k
ti
f
Per
a
wa
t
De
n
g
a
n
Ke
lu
a
r
g
a
Pa
sie
n
Da
la
m
Per
sp
e
k
ti
f
Per
a
wa
t
)
,”
J
u
rn
a
l
Pe
n
d
i
d
ika
n
Ke
p
e
ra
w
a
t
a
n
I
n
d
o
n
e
sia
,
v
o
l.
2
,
n
o
.
2
,
p
.
1
04
-
1
1
4
,
2
0
1
6
,
[2
4
]
Ro
z
a
li
y
a
n
i
A
.
e
t
a
l
.
,
“
Bu
ll
y
in
g
i
n
th
e
M
e
d
ica
l
Ed
u
c
a
ti
o
n
En
v
iro
n
m
e
n
t
(In
In
d
o
n
e
sia
:
Bu
ll
y
i
n
g
(
Per
u
n
d
u
n
g
a
n
)
d
i
L
in
g
k
u
n
g
a
n
Pen
d
id
ika
n
Ke
d
o
k
ter
a
n
)
,”
J
u
rn
a
l
E
ti
k
a
Ke
d
o
k
ter
a
n
In
d
o
n
e
si
a
,
v
o
l
.
3
,
n
o
.
2
,
p
p
.
5
6
-
60
,
2
0
1
9
.
[2
5
]
P
ica
rd
J.
e
t
a
l.
,
“
Bu
rn
o
u
t,
e
m
p
a
th
y
a
n
d
th
e
ir
re
latio
n
sh
i
p
s:
A
q
u
a
li
tativ
e
stu
d
y
w
it
h
re
sid
e
n
ts
in
Ge
n
e
ra
l
M
e
d
icin
e
,”
Psy
c
h
o
lo
g
y
,
He
a
lt
h
a
n
d
M
e
d
icin
e
,
v
o
l.
21
,
n
o
.
3
,
p
p
.
3
5
4
-
3
6
1
,
2
0
1
5
.
[2
6
]
Ne
u
m
a
n
n
M
.
,
e
t
a
l
.
,
“
Em
p
a
th
y
d
e
c
li
n
e
a
n
d
i
ts
re
a
so
n
s:
a
sy
ste
m
a
ti
c
re
v
ie
w
o
f
stu
d
ies
w
it
h
m
e
d
ica
l
stu
d
e
n
ts
a
n
d
re
sid
e
n
ts,
”
Aca
d
e
mic
me
d
ici
n
e
,
v
o
l.
8
6
,
n
o
.
8
,
p
p
9
9
6
-
1
0
0
9
,
2
0
1
1
.
[2
7
]
Ek
m
a
n
E.
,
a
n
d
Ha
lp
e
rn
J.
“
P
r
o
f
e
ss
io
n
a
l
d
istres
s
a
n
d
m
e
a
n
in
g
in
h
e
a
lt
h
c
a
re
:
W
h
y
p
ro
f
e
ss
io
n
a
l
e
m
p
a
th
y
c
a
n
h
e
lp
,
”
S
o
c
ia
l
wo
rk
i
n
h
e
a
lt
h
c
a
re
,
v
o
l.
5
4
,
n
o
.
7
,
p
p
.
6
3
3
-
6
5
0
,
2
0
1
5
.
[2
8
]
F
a
tt
y
M
a
u
li
d
ira
e
t
a
l
.
,
“
T
h
e
In
f
lu
e
n
c
e
o
f
Ro
le
M
o
d
e
l
o
n
Ca
re
e
r
Ch
o
ice
s
in
M
e
d
ica
l
F
a
c
u
lt
y
S
tu
d
e
n
ts
(In
In
d
o
n
e
sia
:
Pen
g
a
r
u
h
Ro
le
M
o
d
e
l
ter
h
a
d
a
p
Pi
li
h
a
n
Ka
rir
p
a
d
a
M
a
h
a
sis
wa
Fa
k
u
lt
a
s
Ke
d
o
k
ter
a
n
)
,”
J
u
rn
a
l
Pe
n
d
i
d
ik
a
n
Ke
d
o
k
ter
a
n
I
n
d
o
n
e
sia
, v
o
l.
4
,
n
o
.
2
,
p
p
.
75
-
8
2
,
2
0
1
5
.
[2
9
]
P
a
ss
i,
V
.
,
Jo
h
n
s
o
n
,
S
.
,
P
e
il
e
,
E
.
,
W
rig
h
t,
S
.
,
Ha
f
f
e
rt
y
,
F
.
,
a
n
d
J
o
h
n
s
o
n
,
N.,
“
D
o
c
to
r
r
o
le
m
o
d
e
ll
in
g
in
m
e
d
ic
a
l
e
d
u
c
a
ti
o
n
:
BEM
E
G
u
id
e
No
.
2
7
,
”
M
e
d
ica
l
tea
c
h
e
r
,
v
o
l
.
35
,
n
o
.
9
,
p
p
.
e
1
4
2
2
-
e
1
4
3
6
,
2
0
1
3
.
[3
0
]
P
u
tri
KE,
S
y
a
k
u
ra
h
R
A
,
Ra
s
y
id
RS
,
“
Im
p
a
c
t
o
f
M
in
iM
e
d
Jo
b
a
s
m
e
d
i
c
a
l
c
a
re
e
r
in
terv
e
n
ti
o
n
p
r
o
g
ra
m
,
”
J
Ed
u
He
a
lt
h
Pr
o
mo
t
.
,
v
o
l.
8
,
n
o
.
2
0
5
,
p
p
.
1
-
5,
2
0
1
9
,
d
o
i:
1
0
.
4
1
0
3
/j
e
h
p
.
je
h
p
_
1
4
7
_
1
9
.
[3
1
]
A
h
m
a
d
ian
Ya
z
d
i
N
.
e
t
a
l.
,
“
T
h
e
in
f
lu
e
n
c
e
o
f
ro
le
-
m
o
d
e
li
n
g
o
n
c
li
n
ica
l
e
m
p
a
th
y
o
f
m
e
d
ica
l
in
tern
s:
A
q
u
a
li
tativ
e
stu
d
y
,
”
J
o
u
rn
a
l
o
f
A
d
v
a
n
c
e
s in
M
e
d
ica
l
E
d
u
c
a
ti
o
n
a
n
d
P
ro
fes
sio
n
a
li
sm
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
35
-
41
,
2
0
1
9
.
[3
2
]
A
h
r
w
e
il
e
r
F
.
e
t
a
l.
,
“
De
term
in
a
n
ts
o
f
p
h
y
sic
ian
e
m
p
a
th
y
d
u
rin
g
m
e
d
ica
l
e
d
u
c
a
ti
o
n
:
h
y
p
o
th
e
ti
c
a
l
c
o
n
c
lu
sio
n
s
f
ro
m
a
n
e
x
p
lo
ra
to
ry
q
u
a
li
tativ
e
su
rv
e
y
o
f
p
ra
c
ti
c
in
g
p
h
y
sic
ian
s
,”
BM
C
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
14
,
n
o
.
1
,
p
p
.
1
-
1
2
,
2
0
1
4
.
[3
3
]
Ei
k
e
lan
d
H.
L
.
,
Ørn
e
s
K.,
F
in
se
t
A
.
,
a
n
d
P
e
d
e
rse
n
R.
,
“
T
h
e
p
h
y
s
icia
n
’s
ro
le
a
n
d
e
m
p
a
th
y
–
a
q
u
a
li
tativ
e
stu
d
y
o
f
th
ird
y
e
a
r
m
e
d
ica
l
stu
d
e
n
ts,
”
BM
C
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
14
,
n
o
.
1
,
p
p
.
1
-
8
,
2
0
1
4
.
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