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K
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w
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s
:
Hea
lth
ca
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s
tu
d
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L
ea
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in
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s
ty
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Mu
ltimo
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VARK
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is i
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C
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[
1
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2
]
.
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s
p
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tan
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m
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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No
tab
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p
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d
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ea
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is
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h
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[
4
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.
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tu
d
en
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g
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Sev
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[
2
,
3
,
5
,
6
]
.
B
ased
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Neh
a
,
et
a
l.
,
m
an
y
r
esear
ch
er
s
ag
r
ee
th
at
th
e
lear
n
in
g
s
ty
le
ca
n
h
av
e
an
im
p
ac
t
o
n
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
[
5
]
.
I
n
g
en
er
al
p
s
y
ch
o
lo
g
y
,
th
e
t
er
m
lear
n
in
g
s
ty
les
r
ef
er
s
t
o
lear
n
er
s
p
r
ef
e
r
r
ed
g
e
n
er
al
a
p
p
r
o
ac
h
to
lear
n
in
g
,
wh
ich
in
clu
d
es
th
e
p
r
o
ce
s
s
o
f
ab
s
o
r
b
i
n
g
,
p
r
o
ce
s
s
in
g
,
an
d
r
etain
in
g
n
ew
in
f
o
r
m
at
io
n
.
T
h
e
“lea
r
n
in
g
s
ty
les”
ar
e
aim
ed
at
th
e
p
r
o
ce
s
s
o
f
lear
n
i
n
g
o
f
in
d
iv
i
d
u
a
ls
.
T
h
er
e
ar
e
v
ar
io
u
s
m
o
d
els
in
e
x
p
lain
in
g
th
e
lear
n
in
g
s
ty
le.
Fo
r
ex
am
p
le,
Ko
lb
in
tr
o
d
u
ce
d
th
e
VARK
q
u
esti
o
n
n
air
e
to
test
th
e
lear
n
in
g
p
r
ef
er
e
n
ce
s
[
7
]
.
Acc
o
r
d
in
g
to
Flem
in
g
,
as
a
teac
h
er
,
o
n
e
’
s
b
est
o
p
tio
n
is
to
u
s
e
a
v
ar
iety
o
f
teac
h
i
n
g
te
ch
n
iq
u
es
to
g
iv
e
all
s
tu
d
en
ts
th
e
b
est
ch
an
ce
to
s
u
c
ce
ed
.
Fu
r
t
h
er
m
o
r
e,
m
o
s
t
p
e
o
p
l
e
p
o
s
s
ess
a
d
o
m
in
an
t
o
r
p
r
ef
er
r
ed
lear
n
in
g
s
ty
le;
h
o
wev
er
,
s
o
m
e
p
e
o
p
le
h
av
e
a
m
ix
ed
an
d
ev
en
l
y
b
alan
ce
d
b
len
d
o
f
th
e
f
o
u
r
ty
p
es,
wh
ich
is
v
is
u
al,
au
d
ito
r
y
,
an
d
k
in
ae
s
th
etic
[
8
]
.
L
ea
r
n
in
g
s
ty
les
ar
e
d
ef
in
ed
as
th
e
p
r
e
f
er
en
ce
s
wa
y
o
f
a
n
in
d
i
v
id
u
al
t
o
r
ec
ei
v
e
an
d
p
r
o
ce
s
s
th
e
in
f
o
r
m
atio
n
g
iv
en
.
T
h
e
p
r
e
f
er
en
ce
s
lear
n
in
g
s
ty
les
v
ar
y
am
o
n
g
th
e
s
tu
d
en
ts
as
to
h
o
w
th
e
s
tu
d
en
ts
g
ain
n
ew
k
n
o
wled
g
e
d
u
r
in
g
th
e
class
,
an
d
m
o
s
t
o
f
th
e
m
d
o
n
o
t
r
ea
liz
e
th
eir
lear
n
in
g
s
ty
le.
T
h
e
m
ai
n
p
r
o
b
lem
th
at
h
as
b
ee
n
s
tated
was
th
e
m
o
d
e
o
f
t
h
e
lear
n
in
g
s
ty
les
wh
er
e
th
e
s
tu
d
en
ts
p
r
ef
e
r
m
o
s
t,
an
d
s
tu
d
e
n
ts
will
g
e
t
b
o
r
ed
if
th
ey
d
id
n
o
t
r
u
le
o
u
t
th
eir
p
r
ef
er
r
ed
lea
r
n
in
g
s
ty
les.
Mo
r
eo
v
er
,
m
a
n
y
lectu
r
e
r
s
d
id
n
o
t
p
u
t
atten
tio
n
an
d
n
eg
lect
o
n
th
e
s
tu
d
en
ts
lear
n
in
g
s
ty
les.
Ou
r
i
n
s
titu
tio
n
,
KPJ
Hea
lth
ca
r
e
Un
iv
er
s
ity
C
o
lleg
e
(
KPJ
UC
)
,
th
er
ef
o
r
e,
alwa
y
s
wan
ted
to
p
r
o
v
id
e
a
g
o
o
d
s
tu
d
y
atm
o
s
p
h
er
e
th
at
w
o
u
ld
u
n
d
e
r
s
tan
d
th
e
s
tu
d
en
ts
n
ee
d
.
KPJ
U
C
m
ain
ly
o
f
f
er
s
s
ix
u
n
d
er
g
r
a
d
u
ate
co
u
r
s
es
in
th
e
h
ea
lth
s
cien
ce
s
,
in
clu
d
in
g
a
b
ac
h
elo
r
o
f
m
ed
ical
im
ag
in
g
(
B
MI
)
,
a
b
ac
h
elo
r
o
f
p
h
y
s
io
th
er
a
p
y
(
B
PT)
,
a
b
ac
h
e
lo
r
o
f
p
h
ar
m
ac
y
(
B
PH)
,
b
ac
h
e
lo
r
o
f
o
cc
u
p
atio
n
al
th
er
ap
y
(
B
OC
T
)
,
b
ac
h
elo
r
o
f
p
h
ar
m
ac
e
u
tical
(
B
PS
)
an
d
b
ac
h
elo
r
o
f
n
u
r
s
in
g
(
B
ON)
.
A
ll
class
e
s
in
h
ea
l
th
s
cien
ce
s
in
clu
d
e
f
ac
e
-
to
-
f
ac
e
teac
h
in
g
an
d
lear
n
in
g
th
r
o
u
g
h
th
e
class
r
o
o
m
,
lectu
r
es,
tu
to
r
ials
,
p
r
ac
tical
co
u
r
s
es,
s
em
in
ar
s
,
an
d
clin
ic
al
co
n
n
ec
tio
n
to
th
e
r
ea
l
w
o
r
ld
.
T
h
er
e
f
o
r
e,
th
is
s
tu
d
y
ai
m
ed
to
ev
alu
ate
th
e
d
o
m
in
an
t
lear
n
in
g
s
ty
le
o
f
h
ea
lth
ca
r
e
s
tu
d
en
ts
a
n
d
to
r
elate
with
th
e
ac
a
d
em
ic
p
er
f
o
r
m
an
c
e
b
ased
o
n
th
e
ty
p
e
o
f
h
ea
lth
ca
r
e
co
u
r
s
es.
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
th
is
s
tu
d
y
,
t
h
e
r
esear
ch
et
h
ics
co
m
m
ittee
o
f
o
u
r
in
s
titu
tio
n
h
ad
a
p
p
r
o
v
ed
th
e
r
esear
ch
p
r
o
to
co
l
f
o
r
th
e
p
r
o
s
p
ec
tiv
e
an
al
y
s
is
with
an
ap
p
r
o
v
al
I
D:
KPJ
UC
/R
I
C
/
B
MI
/EC/2
0
1
7
/7
8
.
T
h
is
cr
o
s
s
-
s
ec
tio
n
al
s
tu
d
y
was
co
n
d
u
cte
d
am
o
n
g
1
9
1
s
tu
d
en
ts
.
T
h
e
s
u
r
v
ey
was
co
n
d
u
cted
in
th
e
KPJ
U
C
s
tu
d
en
t
lo
u
n
g
e
b
y
ap
p
r
o
ac
h
in
g
th
em
u
s
in
g
a
n
o
n
-
p
r
o
b
a
b
ilit
y
co
n
v
e
n
ien
ce
s
am
p
lin
g
tech
n
iq
u
e.
All
p
ar
ticip
a
n
ts
ag
r
ee
d
to
th
e
ter
m
s
an
d
s
ig
n
ed
th
e
c
o
n
s
en
t
f
o
r
m
b
ef
o
r
e
r
ec
eiv
es
th
e
q
u
esti
o
n
n
air
e
.
Of
1
9
1
,
o
n
ly
1
3
7
p
ar
ticip
an
ts
(
f
r
o
m
s
ix
d
if
f
er
e
n
t
co
u
r
s
es
n
am
ely
,
b
ac
h
el
o
r
o
f
m
ed
ical
im
ag
in
g
(
B
MI
)
,
b
ac
h
elo
r
o
f
p
h
y
s
io
th
er
a
p
y
(
B
PH)
,
b
ac
h
elo
r
o
f
p
h
ar
m
ac
y
(
B
PH)
,
b
ac
h
elo
r
o
f
o
cc
u
p
atio
n
al
th
er
ap
y
(
B
OT
)
,
b
ac
h
elo
r
o
f
p
h
ar
m
ac
eu
tical
(
B
PT)
an
d
b
ac
h
elo
r
o
f
n
u
r
s
in
g
(
B
ON)
h
av
e
c
o
m
p
l
eted
th
e
q
u
esti
o
n
n
air
e.
Fo
r
t
h
o
s
e
wh
o
late
an
d
in
co
m
p
lete,
th
e
an
s
wer
h
as
b
ee
n
ex
clu
d
ed
f
r
o
m
d
ata
co
llectio
n
.
2
.
1
.
I
ns
t
rum
ent
Data
was
co
llected
u
s
in
g
a
s
e
lf
-
ad
m
in
is
ter
ed
q
u
esti
o
n
n
air
e
an
d
d
e
v
elo
p
e
d
an
d
r
e
f
er
en
ce
s
b
ased
o
n
th
e
VARK
lear
n
in
g
s
ty
les
q
u
esti
o
n
n
air
e
(
v
er
s
io
n
7
.
0
)
a
n
d
le
ar
n
in
g
s
ty
les
ass
ess
m
en
t.
T
h
e
q
u
esti
o
n
n
air
e
was
v
alid
ated
b
y
p
s
y
c
h
o
lo
g
is
t
an
d
d
iv
id
ed
in
to
two
s
ec
tio
n
s
,
n
am
ely
d
em
o
g
r
ap
h
ic
s
tatu
s
,
an
d
lear
n
in
g
s
ty
le
p
er
s
p
ec
tiv
e.
T
h
e
f
ir
s
t
s
ec
tio
n
co
n
s
is
ts
o
f
s
ev
en
q
u
esti
o
n
s
th
at
ch
ar
ac
ter
ize
th
e
r
esp
o
n
d
en
ts
.
T
h
e
q
u
esti
o
n
s
in
clu
d
ed
d
em
o
g
r
ap
h
ic
d
ata
s
u
ch
as
ag
es,
g
en
d
er
,
eth
n
ici
ty
,
y
ea
r
o
f
s
tu
d
y
,
co
u
r
s
es
o
f
th
e
r
esp
o
n
d
e
n
ts
,
ac
h
iev
ed
cu
m
u
lativ
e
g
r
a
d
e
p
o
in
ts
av
er
ag
e
(
C
GPA)
,
an
d
in
q
u
ir
e
th
e
r
esp
o
n
d
en
ts
it is
th
eir
f
ir
s
t tim
e
an
s
wer
in
g
th
e
lear
n
in
g
s
ty
les
ass
es
s
m
en
t
q
u
es
tio
n
n
air
e.
T
h
e
s
ec
o
n
d
s
e
ctio
n
co
n
s
is
ts
o
f
1
0
m
u
ltip
l
e
-
ch
o
ice
q
u
esti
o
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tio
n
o
f h
ea
lth
c
a
r
e
s
cien
ce
s
tu
d
en
t le
a
r
n
in
g
s
tyles b
a
s
e
d
V
A
R
K
a
n
a
lysi
s
tech
n
iq
u
e
(
I
z
d
ih
a
r
K
a
ma
l
)
257
in
q
u
ir
in
g
th
e
r
esp
o
n
d
en
ts
'
p
r
ef
er
r
ed
lear
n
i
n
g
s
ty
les.
T
h
e
f
o
u
r
ch
o
ices
ar
e
r
elate
d
to
th
e
v
is
u
al,
au
d
ito
r
y
,
r
ea
d
/
wr
ite,
an
d
f
in
ally
k
in
ae
s
th
eti
c
m
o
d
e
.
E
ac
h
q
u
esti
o
n
co
n
s
is
ts
o
f
f
o
u
r
(
A,
B
,
C
o
r
D)
s
elec
tio
n
,
a
n
d
t
h
e
r
esp
o
n
d
en
ts
allo
w
to
ch
o
o
s
e
m
o
r
e
th
an
o
n
e
o
p
tio
n
as
lo
n
g
as
th
eir
s
elec
tio
n
r
ep
r
esen
ted
with
in
th
e
s
ce
n
ar
io
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
in
b
o
th
E
n
g
lis
h
an
d
B
ah
asa
Ma
lay
s
ia.
Af
ter
v
alid
atin
g
th
e
q
u
esti
o
n
n
air
e
,
th
e
r
el
iab
ilit
y
test
was
co
n
d
u
cted
o
n
th
e
q
u
esti
o
n
n
air
e
th
r
o
u
g
h
1
0
%
f
r
o
m
t
h
e
s
am
p
le,
wh
er
e
2
0
s
u
b
jects
in
v
o
lv
ed
in
th
e
r
eliab
ilit
y
test
with
th
e
test
r
esu
lt sco
r
e
was 0
.
8
6
.
2
.
2
.
Sta
t
is
t
ica
l a
na
ly
s
is
Data
wer
e
an
aly
ze
d
u
s
in
g
I
B
M
SP
S
S
v
er
s
io
n
2
2
.
0
(
I
B
M
C
o
r
p
o
r
ati
o
n
,
Ar
m
o
n
k
,
New
Yo
r
k
,
USA)
.
Sco
r
es
o
f
lear
n
in
g
s
ty
les
wer
e
s
u
m
m
ed
a
n
d
e
x
p
r
ess
ed
as
m
ea
n
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
.
All
th
e
v
ar
iab
les
in
p
u
t
was
p
r
esen
te
d
in
d
escr
ip
tiv
e
an
aly
s
is
.
T
h
e
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
was
u
s
e
d
to
d
eter
m
in
e
th
e
n
o
r
m
ality
o
f
th
e
d
ata.
Dif
f
er
e
n
ce
s
b
etwe
en
th
e
two
g
r
o
u
p
s
wer
e
d
eter
m
in
e
d
u
s
in
g
th
e
M
an
n
-
W
h
itn
ey
U
T
est
(
p
<0
.
0
5
)
,
wh
ile
th
e
Kr
u
s
k
al
-
W
allis
H
T
est
was
u
s
e
d
f
o
r
m
o
r
e
th
a
n
two
g
r
o
u
p
s
(
p
<
0
.
0
5
)
.
T
h
e
m
ea
n
co
m
p
ar
is
o
n
s
b
etwe
en
v
a
r
iab
l
es
wer
e
p
r
esen
ted
d
escr
ip
tiv
ely
.
Pear
s
o
n
co
r
r
elatio
n
an
al
y
s
is
was
u
s
ed
to
d
eter
m
in
e
th
e
ass
o
ciatio
n
b
etwe
en
lear
n
in
g
s
ty
le
a
n
d
s
u
b
jec
t’
s
C
GPA
g
r
ad
e.
3.
RE
SU
L
T
S
3
.
1
.
Su
bje
ct
’
s
dem
o
g
ra
ph
y
T
h
e
r
esp
o
n
d
en
ts
wer
e
ch
a
r
ac
ter
ized
b
y
g
en
d
e
r
an
d
co
u
r
s
e
g
r
o
u
p
s
,
as
p
r
esen
ted
in
T
ab
le
1
.
Ou
t
o
f
1
3
7
r
esp
o
n
d
en
ts
,
8
3
%
wer
e
f
em
ale,
wh
ile
1
7
%
wer
e
m
ale
with
th
eir
m
ea
n
ag
e
2
1
.
4
±
1
.
5
(
r
an
g
e
1
8
-
2
6
y
/o
)
.
T
h
e
h
ig
h
est n
u
m
b
e
r
o
f
r
esp
o
n
d
en
ts
in
th
is
s
tu
d
y
ca
m
e
f
r
o
m
g
r
o
u
p
co
u
r
s
e
B
PT
an
d
B
MI
w
h
ich
r
ep
r
esen
t 5
0
%
o
f
all
s
u
b
jects
as
s
h
o
wn
in
Fig
u
r
e
1
.
Mo
s
t
o
f
th
e
r
esp
o
n
d
e
n
ts
wer
e
f
r
o
m
th
e
ag
e
g
r
o
u
p
o
f
2
1
to
2
3
y
ea
r
s
o
ld
(
5
3
%)
an
d
th
e
s
ec
o
n
d
h
ig
h
est
is
th
e
ag
e
f
r
o
m
2
4
to
2
6
y
ea
r
s
o
ld
(
2
3
%).
T
h
er
e
wer
e
9
3
r
esp
o
n
d
en
ts
(
6
8
%)
wer
e
f
r
o
m
Ma
lay
eth
n
icity
f
o
l
lo
wed
b
y
3
2
r
esp
o
n
d
en
ts
f
r
o
m
I
n
d
ia
eth
n
icity
,
(
2
5
%)
a
n
d
last
ly
1
2
r
esp
o
n
d
en
ts
with
(
9
%)
o
f
th
e
r
esp
o
n
d
en
ts
f
r
o
m
C
h
in
ese
eth
n
icity
.
No
tab
ly
,
th
er
e
wer
e
7
0
%
o
f
r
esp
o
n
d
en
ts
an
s
wer
ed
th
e
lear
n
in
g
s
ty
les
ass
es
s
m
en
t
f
o
r
th
e
f
ir
s
t
tim
e.
On
t
o
p
o
f
t
h
a
t
,
6
1
%
o
f
r
e
s
p
o
n
d
e
n
t
s
a
r
e
c
a
t
e
g
o
r
i
z
e
d
i
n
l
o
w
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
r
s
a
s
t
h
e
C
G
P
A
i
s
l
o
w
e
r
t
h
a
n
3
.
5
,
a
n
d
3
9
%
o
f
r
e
s
p
o
n
d
e
n
t
s
s
c
o
r
e
d
h
i
g
h
e
r
i
n
C
G
P
A
m
o
r
e
th
an
3
.
5
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
d
em
o
g
r
a
p
h
ic
am
o
n
g
th
e
r
esp
o
n
d
en
ts
S
o
c
i
o
-
d
e
m
o
g
r
a
p
h
i
c
n
(
%)
G
e
n
d
e
r
M
a
l
e
2
3
(
1
7
)
F
e
mal
e
1
1
4
(
8
3
)
A
g
e
1
8
t
o
2
0
3
0
(
2
1
.
9
)
2
1
t
o
2
3
7
1
(
5
3
.
3
)
2
4
t
o
2
6
3
1
(
2
2
.
6
)
>
2
6
3
(
2
.
2
)
Et
h
n
i
c
i
t
y
M
a
l
a
y
9
3
(
6
7
.
9
)
C
h
i
n
e
se
1
2
(
8
.
8
)
I
n
d
i
a
3
2
(
2
3
.
4
)
F
i
r
st
t
i
m
e
a
n
sw
e
r
i
n
g
l
e
a
r
n
i
n
g
st
y
l
e
s
a
ssess
me
n
t
Y
e
s
9
6
(
7
0
.
1
)
No
4
1
(
2
9
.
9
)
Fig
u
r
e
1
.
Per
ce
n
ta
g
e
d
if
f
er
en
t
o
f
r
esp
o
n
d
en
ts
b
ased
o
n
th
eir
s
tu
d
y
co
u
r
s
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
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No
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1
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r
ch
202
1
:
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5
5
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258
3
.
2
.
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ea
rning
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t
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le
a
s
s
es
s
m
ent
A
to
tal
o
f
1
1
9
r
esp
o
n
d
en
ts
(
8
6
.
8
%)
h
as
ch
o
s
en
u
n
im
o
d
al
a
s
th
eir
lear
n
in
g
s
ty
les,
wh
ile
t
h
e
r
est
o
f
th
e
1
8
r
esp
o
n
d
en
ts
(
1
3
.
2
%)
ch
o
o
s
e
m
u
ltimo
d
al
as
th
eir
p
r
ef
er
r
ed
lea
r
n
in
g
m
eth
o
d
.
Am
o
n
g
th
e
u
n
im
o
d
al
lear
n
in
g
s
ty
les,
v
is
u
al
(
3
2
%)
an
d
r
ea
d
in
g
(
2
6
%)
we
r
e
m
o
s
t
p
r
ef
er
r
e
d
am
o
n
g
s
tu
d
e
n
ts
.
T
h
e
au
d
ito
r
y
an
d
k
in
esth
etic
m
eth
o
d
s
o
f
lear
n
i
n
g
wer
e
less
an
d
ac
c
o
u
n
te
d
f
o
r
1
0
%
t
o
2
0
%.
N
o
tab
ly
,
i
n
m
u
ltimo
d
al
lear
n
i
n
g
s
ty
les
p
r
ef
er
en
ce
s
,
th
e
m
o
s
t
p
r
ef
er
r
e
d
m
et
h
o
d
was
b
im
o
d
al
1
4
(
7
8
%),
f
o
llo
wed
b
y
tr
i
m
o
d
al
3
(
1
7
%)
an
d
q
u
ad
r
im
o
d
al
1
(
5
%)
(
Fig
u
r
e
2
)
.
Am
o
n
g
1
8
(
1
3
.
2
%)
o
f
s
tu
d
e
n
ts
p
r
ef
er
a
co
m
b
in
atio
n
lear
n
in
g
s
ty
le,
1
4
(
7
8
%)
b
im
o
d
al
m
ix
ed
u
p
o
f
VK,
VR
,
R
K,
AK,
an
d
A
R
.
VK
was
t
h
e
m
o
s
t
p
r
ef
er
r
ed
m
o
d
e
am
o
n
g
b
im
o
d
al
6
(
3
3
%)
as
s
h
o
wn
in
Fig
u
r
e
3
.
Vis
u
al
lear
n
in
g
s
ty
les
r
ec
eiv
e
th
e
h
ig
h
est
s
co
r
e
f
o
r
b
o
th
m
ales
a
n
d
f
e
m
ales.
T
h
e
s
ec
o
n
d
h
ig
h
est
p
er
ce
n
tag
e
p
r
ef
e
r
le
ar
n
in
g
s
ty
les
f
o
r
m
ales
was
k
in
esth
etic
,
b
u
t
c
o
n
tr
ar
y
t
o
f
em
ales,
th
e
o
t
h
er
p
r
ef
er
r
e
d
lear
n
in
g
s
ty
le
was
r
ea
d
in
g
/wr
itin
g
.
T
ab
le
2
s
h
o
ws
th
e
p
er
ce
n
tag
e
o
f
th
e
s
co
r
e
f
o
r
t
h
e
p
r
ef
e
r
r
ed
lear
n
in
g
s
ty
le.
T
ab
l
e
2
.
Nu
m
b
er
o
f
r
esp
o
n
d
en
ts
an
d
p
er
ce
n
ta
g
e
s
co
r
e
in
ea
c
h
lear
n
in
g
s
ty
les
V
A
R
K
a
n
a
l
y
s
i
s
n
(
%)
V
i
su
a
l
4
4
(
3
2
.
1
)
A
u
d
i
t
o
r
y
1
3
(
9
.
5
)
R
e
a
d
i
n
g
/
w
r
i
t
i
n
g
3
5
(
2
5
.
5
)
K
i
n
e
s
t
h
e
t
i
c
2
7
(
1
9
.
7
)
M
u
l
t
i
m
o
d
a
l
(
V
K
,
V
R
,
R
K
,
A
K
,
a
n
d
A
R
)
1
8
(
1
3
.
1
)
Fig
u
r
e
2
.
Per
ce
n
ta
g
e
d
if
f
er
en
t
o
f
r
esp
o
n
d
en
ts
wh
o
p
r
ef
er
r
e
d
m
u
ltimo
d
al
lear
n
in
g
s
ty
le
(
n
=1
8
)
Fig
u
r
e
3
.
Per
ce
n
ta
g
e
o
f
r
esp
o
n
d
en
ts
ch
o
s
en
co
m
b
in
atio
n
o
f
lear
n
in
g
s
ty
les
T
ab
le
3
s
u
m
m
a
r
ized
th
e
r
elat
io
n
s
h
ip
b
etwe
en
r
esp
o
n
d
en
t
f
r
o
m
d
if
f
er
en
t
c
o
u
r
s
es
an
d
th
e
ir
lear
n
in
g
s
ty
le.
A
s
im
p
le
lo
g
is
tic
r
eg
r
ess
io
n
was
p
er
f
o
r
m
ed
to
d
ef
in
e
th
e
r
elatio
n
s
h
ip
.
T
h
r
o
u
g
h
o
u
t
t
h
e
f
in
d
in
g
,
th
er
e
is
n
o
s
ig
n
if
ican
t
ass
o
ciatio
n
b
et
wee
n
th
e
co
u
r
s
es
an
d
lear
n
in
g
s
ty
les.
T
h
e
c
o
ef
f
icien
t
esti
m
ated
was
n
eg
ativ
e,
an
d
th
e
v
a
r
iab
le
o
f
co
u
r
s
es
is
n
o
t
s
ig
n
if
ican
t
to
th
e
m
o
d
el
(
p
>0
.
0
5
)
.
T
ab
le
4
tab
u
lates
th
e
s
tatis
tica
l
an
aly
s
is
b
etwe
en
lear
n
in
g
s
ty
les
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
b
ased
.
No
tab
ly
,
th
e
r
e
was
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
b
etwe
en
lear
n
in
g
s
ty
les
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
r
esp
o
n
d
en
ts
u
s
in
g
Pear
s
o
n
’
s
C
h
i
-
s
q
u
ar
e
test
(
p
>
0
.
0
5
)
.
Hen
ce
,
b
o
th
wer
e
in
d
e
p
en
d
e
n
t o
f
o
n
e
an
o
t
h
er
.
T
ab
le
3
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
lear
n
in
g
s
ty
les an
d
d
if
f
e
r
e
n
t c
o
u
r
s
es in
KPJ
UC
C
o
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r
ses
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e
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e
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f
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t
(
b
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a
l
d
st
a
t
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c
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(
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e
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tio
n
o
f h
ea
lth
c
a
r
e
s
cien
ce
s
tu
d
en
t le
a
r
n
in
g
s
tyles b
a
s
e
d
V
A
R
K
a
n
a
lysi
s
tech
n
iq
u
e
(
I
z
d
ih
a
r
K
a
ma
l
)
259
T
ab
le
4
.
T
h
e
ass
o
ciatio
n
b
etw
ee
n
lear
n
in
g
s
ty
les an
d
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
Le
a
r
n
i
n
g
st
y
l
e
s
H
i
g
h
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
n
(
%)
Lo
w
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
m
e
n
t
n
(
%)
p
-
v
a
l
u
e
U
n
i
m
o
d
a
l
4
5
(
3
7
.
8
)
7
4
(
6
2
.
2
)
0
.
5
9
0
a
M
u
l
t
i
m
o
d
a
l
8
(
4
4
.
4
)
1
0
(
5
5
.
6
)
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
e
v
alu
ate
d
th
e
lea
r
n
in
g
s
ty
les
am
o
n
g
h
ea
lth
ca
r
e
s
tu
d
en
ts
th
r
o
u
g
h
t
h
e
c
r
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
s
tu
d
y
.
T
h
e
s
u
r
v
e
y
ex
tr
ac
ts
th
e
f
ea
tu
r
es
o
f
th
e
r
esp
o
n
d
en
ts
in
to
two
p
ar
ts
,
wh
ich
f
i
r
s
t
is
d
em
o
g
r
a
p
h
ic
d
ata
an
d
th
e
n
,
th
eir
p
r
ef
e
r
r
ed
l
ea
r
n
in
g
s
ty
les.
R
esp
o
n
d
en
ts
w
er
e
f
r
o
m
v
ar
io
u
s
co
u
r
s
es
wh
er
e
2
3
m
ale
an
d
1
1
4
f
em
ales’
s
tu
d
en
ts
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
B
ased
o
n
th
e
an
aly
s
is
o
f
th
e
ac
ad
em
ic
ac
h
iev
em
en
t
am
o
n
g
h
ea
lth
ca
r
e
s
tu
d
en
ts
,
6
1
%
o
f
r
esp
o
n
d
en
ts
in
th
e
g
r
o
u
p
o
f
lo
w
ac
ad
em
ic
ac
h
iev
e
m
en
t
a
n
d
an
o
th
er
3
9
%
o
f
r
esp
o
n
d
en
ts
f
all
in
th
e
g
r
o
u
p
o
f
h
ig
h
ac
a
d
em
ic
ac
h
ie
v
em
en
t.
Mo
s
t
o
f
th
e
r
esp
o
n
d
e
n
ts
p
r
e
f
er
u
n
im
o
d
al
m
o
d
e
as
th
eir
p
r
ef
er
r
ed
lear
n
in
g
s
ty
les
co
m
p
ar
ed
to
m
u
ltimo
d
al
lear
n
i
n
g
s
ty
les.
T
h
e
d
o
m
i
n
an
t
lear
n
in
g
s
ty
les
t
h
ey
p
r
ef
er
wer
e
v
is
u
al.
I
t
ca
n
s
ee
f
r
o
m
T
ab
le
2
,
with
a
p
er
ce
n
tag
e
o
f
3
2
.
1
%,
a
n
d
th
e
s
ec
o
n
d
p
r
ef
er
e
n
ce
was
r
ea
d
in
g
/wr
itin
g
(
2
5
.
5
%).
I
t
was
r
ea
lized
th
at
b
o
th
m
ales
an
d
f
em
ales
p
r
ef
e
r
u
n
im
o
d
al
t
h
an
m
u
ltimo
d
al
lear
n
in
g
s
ty
les.
T
h
ese
r
esu
lts
ar
e
lik
e
th
e
s
tu
d
y
co
n
d
u
cte
d
b
y
Vee
n
a
am
o
n
g
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
p
u
r
e
s
cien
ce
an
d
ap
p
lied
s
cien
ce
s
co
u
r
s
es
[
9
]
.
I
n
th
is
s
tu
d
y
,
8
0
%
o
f
th
e
s
tu
d
en
ts
p
r
ef
er
r
ed
u
n
i
m
o
d
al
lear
n
in
g
s
ty
les
as
th
eir
lear
n
in
g
tech
n
iq
u
e
s
.
On
e
s
tu
d
y
f
o
u
n
d
th
at
th
e
s
ec
o
n
d
y
ea
r
o
f
d
en
ta
l
s
tu
d
en
ts
p
r
ef
e
r
r
ed
u
s
in
g
u
n
i
m
o
d
al
as
th
ei
r
lear
n
i
n
g
m
eth
o
d
s
.
B
esi
d
es,
m
o
s
t
d
en
tal
s
tu
d
en
ts
p
r
ef
er
r
ed
v
is
u
al
(
V)
as
th
eir
lear
n
in
g
m
eth
o
d
th
an
th
e
o
th
er
th
r
ee
m
o
d
es
[
1
0
]
.
T
h
is
co
u
ld
b
e
d
u
e
to
th
e
d
if
f
er
e
n
ce
b
etwe
en
co
n
v
en
tio
n
al
an
d
tr
ad
itio
n
al
d
id
ac
tic
lectu
r
es in
th
eir
co
lleg
e
[
1
1
]
.
An
o
th
er
s
tu
d
y
in
Ma
lay
s
ia
f
o
u
n
d
th
at
m
ed
ical
s
tu
d
en
ts
in
th
eir
u
n
iv
er
s
ity
p
r
e
f
er
en
ce
s
lear
n
in
g
s
ty
les
wer
e
u
n
im
o
d
al
[
1
2
]
.
I
n
ad
d
iti
o
n
,
K
u
m
ar
,
et
a
l.
s
tate
th
at
5
1
.
4
%
p
r
e
f
er
r
ed
u
n
im
o
d
al
s
tu
d
y
am
o
n
g
e
n
g
in
ee
r
in
g
s
tu
d
en
ts
[
1
3
]
.
A
s
tu
d
y
co
n
d
u
c
ted
b
y
Z
ain
,
et
al
.
f
o
u
n
d
th
at
all
s
tu
d
en
ts
wer
e
u
n
im
o
d
al
lear
n
er
s
f
o
r
th
e
f
o
u
r
f
ac
u
lty
in
th
e
p
r
i
v
ate
u
n
iv
e
r
s
ity
in
Selan
g
o
r
[
1
4
]
.
T
h
e
h
i
g
h
est
n
u
m
b
er
was
k
i
n
estatit
c
(
3
0
.
3
%)
f
o
ll
o
wed
b
y
v
is
u
al
lear
n
er
s
(
2
8
.
4
%),
in
ter
e
s
tin
g
ly
th
e
v
is
u
al
lear
n
er
s
m
o
s
t
o
f
th
e
tim
e
ar
e
f
em
ales’
s
tu
d
en
ts
s
im
ilar
to
o
u
r
s
tu
d
y
.
B
esi
d
es,
Md
Z
ain
et
a
l
also
m
en
tio
n
ed
s
tu
d
en
ts
in
th
e
s
o
cial
s
cien
ce
clu
s
ter
ar
e
m
o
r
e
p
r
ef
er
r
ed
an
Au
r
al
(
A)
lear
n
in
g
s
ty
le
as
co
m
p
ar
ed
to
t
h
e
s
tu
d
en
ts
in
p
u
r
e
s
cien
ce
clu
s
ter
wh
ich
ar
e
m
o
r
e
p
r
e
f
er
r
ed
R
ea
d
/W
r
ite
(
R
)
lear
n
in
g
s
ty
le.
Ho
wev
er
,
th
e
r
e
was
also
an
o
th
er
s
tu
d
y
f
o
u
n
d
th
at
m
o
r
e
t
h
an
6
0
%
o
f
m
e
d
ical
s
tu
d
en
ts
in
Sau
d
i
Ar
ab
ian
p
r
ef
er
r
ed
to
lear
n
u
s
in
g
m
o
r
e
th
an
o
n
e
m
o
d
e,
wh
ich
k
n
o
wn
as
m
u
ltimo
d
al
lear
n
in
g
s
ty
les
[
2
]
.
I
n
co
n
tr
ast
with
o
u
r
s
tu
d
y
an
d
Md
Z
ain
,
et
a
l.
s
tu
d
y
th
at
s
h
o
wed
u
n
im
o
d
al
is
th
e
m
o
s
t
p
r
ef
er
r
ed
m
eth
o
d
o
f
lear
n
in
g
in
Ma
l
y
asia
co
m
p
ar
e
d
to
th
e
m
u
ltimo
d
al
[
1
4
,
1
5
]
.
T
h
is
m
ay
b
e
d
u
e
to
t
h
e
g
e
o
g
r
ap
h
y
,
c
u
ltu
r
e,
a
n
d
tech
n
o
lo
g
y
u
s
ed
in
in
s
titu
tio
n
s
th
at
in
f
lu
en
ce
s
s
tu
d
en
t
p
r
ef
e
r
en
ce
s
.
Mo
s
t
o
f
th
e
s
tu
d
en
ts
p
r
ef
er
r
e
d
v
is
u
al
lear
n
in
g
s
ty
les
as
an
d
f
o
u
n
d
to
b
e
in
lin
e
with
o
u
r
f
in
d
in
g
s
.
B
ased
o
n
th
e
r
esu
lts
f
r
o
m
T
ab
le
3
,
th
e
r
e
was
n
o
ass
o
cia
tio
n
b
etwe
en
lear
n
in
g
s
ty
les
am
o
n
g
h
ea
lth
ca
r
e
co
u
r
s
es.
Fu
r
th
er
m
o
r
e,
t
h
er
e
was
n
o
ass
o
ciatio
n
b
etwe
en
l
ea
r
n
in
g
s
ty
les
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
u
n
d
er
g
r
ad
u
ate
h
ea
lth
ca
r
e
s
tu
d
en
ts
.
An
o
th
er
r
elev
an
t
f
ac
t
o
r
ar
e
d
u
e
to
s
tu
d
en
ts
’
lack
o
f
E
n
g
lis
h
co
m
p
eten
c
y
,
an
d
th
er
e
f
o
r
e,
th
e
s
tu
d
en
ts
p
r
ef
er
to
lear
n
o
n
th
eir
m
et
h
o
d
s
[
1
6
]
.
A
s
im
ilar
f
in
d
in
g
ca
n
b
e
f
o
u
n
d
o
n
a
co
n
d
u
cte
d
s
u
r
v
e
y
in
m
ed
ical
s
ch
o
o
l
in
Pak
is
tan
wh
er
e
th
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
in
v
ar
io
u
s
m
ed
ical
co
lleg
es
in
Pak
is
tan
wer
e
n
o
t ta
u
g
h
t in
th
eir
lear
n
in
g
p
r
ef
e
r
en
ce
s
s
ty
les [
1
7
]
.
An
o
th
er
s
tu
d
y
in
d
icate
d
th
at
t
h
e
f
ac
to
r
af
f
ec
ted
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
was
co
m
m
u
n
icati
o
n
an
d
th
e
p
r
o
p
er
g
u
id
an
ce
f
r
o
m
th
e
lectu
r
er
[
1
8
]
.
B
e
s
id
es,
f
ac
ilit
ies
p
r
o
v
id
e
d
in
th
e
in
s
titu
tio
n
s
u
ch
as
lab
o
r
at
o
r
y
,
co
m
p
u
ter
lab
,
an
d
lib
r
ar
y
p
r
o
p
er
u
s
ed
b
y
th
e
s
tu
d
en
ts
,
s
ig
n
if
ican
tly
af
f
ec
ted
th
eir
p
er
f
o
r
m
an
ce
[
1
9
,
2
0
]
.
Fo
r
ex
am
p
le,
h
ea
lth
ca
r
e
s
tu
d
en
ts
th
ey
lear
n
ed
f
r
o
m
v
ar
io
u
s
m
eth
o
d
esp
ec
ially
o
b
s
er
v
e
d
an
d
h
an
d
o
n
d
u
r
in
g
th
e
p
r
ac
tical
s
ess
io
n
.
T
h
ey
n
ee
d
to
ca
r
r
y
o
u
t
a
p
r
o
ce
d
u
r
e
b
y
v
is
u
alize
an
d
u
n
d
e
r
s
tan
d
t
h
e
p
r
o
t
o
co
ls
b
ef
o
r
e
ap
p
ly
in
g
in
th
e
r
ea
l
-
wo
r
ld
s
itu
atio
n
.
Hen
ce
,
th
e
in
f
o
r
m
atio
n
an
d
k
n
o
wled
g
e
ab
le
to
s
to
r
e
in
th
eir
lo
n
g
-
ter
m
m
em
o
r
y
f
o
r
f
u
tu
r
e
r
e
ca
ll.
Mo
s
t
o
f
th
e
o
u
tc
o
m
e
o
f
th
e
s
tu
d
y
d
em
o
n
s
tr
ates
th
e
p
o
s
itiv
e
a
s
s
o
ciatio
n
b
etwe
en
ac
ad
em
ic
p
er
f
o
r
m
an
ce
with
t
h
e
s
tu
d
en
ts
wh
o
p
r
ef
e
r
r
ed
to
s
tu
d
y
alo
n
e.
T
h
er
e
was
s
lig
h
tly
d
if
f
er
e
n
t
in
th
e
r
esp
o
n
d
en
t
’
s
p
r
ef
er
r
e
d
lear
n
in
g
s
ty
les.
So
m
e
o
f
th
e
r
esp
o
n
d
en
t
p
r
e
f
er
r
ea
d
in
g
an
d
wr
iti
n
g
as
th
e
d
o
m
in
an
t
lear
n
in
g
s
ty
les
th
en
f
o
llo
wed
b
y
th
e
v
is
u
al.
T
h
is
m
ig
h
t
d
u
e
to
th
e
en
v
ir
o
n
m
en
t
o
f
s
tu
d
y
,
wh
er
e
s
o
m
e
o
f
th
e
co
u
r
s
es r
eq
u
ir
e
o
n
e
to
r
em
em
b
er
all
ch
em
ical
n
am
es,
h
u
m
a
n
an
ato
m
y
an
d
s
p
ec
if
ic
s
k
ill r
e
lated
to
th
e
in
ju
r
ies.
Hen
ce
,
th
e
r
ea
d
i
n
g
an
d
wr
itin
g
p
ar
t
b
ec
o
m
e
t
h
e
d
o
m
in
a
n
t
lear
n
in
g
s
ty
les
f
o
r
th
e
m
o
s
t
o
f
r
esp
o
n
d
en
ts
.
Me
an
wh
ile,
th
e
r
ea
s
o
n
o
f
th
e
r
esp
o
n
d
en
ts
p
r
e
f
er
s
v
is
u
al
th
an
k
in
ae
s
th
etic
was
d
u
e
to
th
eir
wo
r
k
in
g
cu
ltu
r
e.
Fo
r
ex
am
p
le,
b
ec
o
m
e
a
p
h
ar
m
ac
is
t
s
tu
d
en
t
n
ee
d
to
p
r
ac
tice
h
o
w
to
d
is
p
en
s
e
th
e
m
ed
i
ca
tio
n
to
th
e
p
atie
n
t
co
r
r
ec
tly
.
T
h
er
e
f
o
r
e,
s
o
m
e
o
f
th
e
d
o
m
in
a
n
t
lear
n
in
g
s
ty
les
n
ee
d
ed
to
b
e
ac
ce
p
ted
b
ased
o
n
th
eir
p
r
o
f
ess
io
n
alis
m
.
Ov
er
all,
th
er
e
wer
e
n
o
s
p
ec
if
ic
lear
n
in
g
s
ty
les
wh
er
e
th
e
r
esp
o
n
d
e
n
ts
n
ee
d
ed
to
f
o
llo
w
.
L
ea
r
n
in
g
s
ty
les
is
b
ased
o
n
h
o
w
th
e
i
n
d
iv
id
u
al
lear
n
an
d
g
ain
in
f
o
r
m
atio
n
.
T
h
e
d
if
f
er
e
n
t
in
lea
r
n
in
g
s
ty
le
p
r
ef
er
en
ce
c
o
u
ld
b
e
d
u
e
to
i
n
d
iv
id
u
ally
u
n
iq
u
e
way
s
o
f
e
d
u
ca
tio
n
al
ac
tiv
ity
d
ep
e
n
d
in
g
o
n
its
o
wn
clu
s
ter
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
2
5
5
-
2
6
1
260
[
1
4
]
.
T
h
er
e
f
o
r
e,
ea
ch
r
esp
o
n
d
en
t
m
ig
h
t
h
a
v
e
d
if
f
er
e
n
t
lear
n
in
g
s
ty
les
f
r
o
m
ea
ch
o
th
e
r
.
No
tab
ly
th
is
s
tu
d
y
co
u
ld
b
e
lin
k
ed
to
th
e
"Da
v
i
d
Ko
lb
'
s
E
x
p
er
ien
tial
L
ea
r
n
in
g
T
h
eo
r
y
"
wh
er
e
th
e
k
n
o
wled
g
e
is
g
ain
ed
th
r
o
u
g
h
in
teg
r
atin
g
th
e
e
x
p
er
ie
n
ce
f
r
o
m
th
e
p
r
ac
tical
an
d
clin
ical
co
n
n
ec
tio
n
at
th
e
h
o
s
p
ital
d
u
r
in
g
p
o
s
tin
g
[
7
]
.
An
o
th
er
s
tu
d
y
f
r
o
m
Ma
n
g
o
ld
et
al
.
r
ein
f
o
r
ce
th
e
n
ee
d
to
c
o
n
s
id
er
th
e
v
a
r
iatio
n
s
in
n
u
r
s
es'
lear
n
in
g
s
ty
les
an
d
tailo
r
cu
r
r
icu
lu
m
to
r
ein
f
o
r
ce
th
ese
p
r
ef
e
r
en
ce
s
.
W
h
er
ea
s
lim
i
ted
k
n
o
wled
g
e
is
av
ailab
le
in
th
e
liter
atu
r
e,
th
is
s
tu
d
y
s
u
p
p
o
r
ts
lear
n
in
g
ac
tiv
ities
th
at
in
teg
r
at
e
v
is
u
al
an
d
s
en
s
in
g
lear
n
in
g
m
ed
iu
m
s
[
2
1
]
.
L
ik
e
th
e
f
in
d
in
g
s
o
f
th
e
Mc
C
r
o
w,
et
a
l.
s
tu
d
ies,
th
e
r
esu
lts
s
h
o
wed
th
at
s
en
s
in
g
an
d
v
is
u
al
lear
n
in
g
s
ty
les
wer
e
f
av
o
u
r
ed
am
o
n
g
t
h
o
s
e
s
tu
d
ied
[
2
2
]
.
On
th
e
o
th
er
h
an
d
,
an
o
th
er
s
tu
d
y
r
e
p
o
r
ted
t
h
e
ass
o
ciatio
n
b
etwe
en
lear
n
in
g
s
ty
les
an
d
ac
ad
em
ic
ac
h
iev
em
en
t
in
m
ed
ical
ed
u
c
atio
n
h
as
b
ee
n
ex
ten
s
iv
ely
r
e
s
ea
r
ch
ed
b
u
t
r
em
ain
s
in
c
o
n
cl
u
s
iv
e.
Mo
s
t
s
tu
d
ies
p
o
in
t
o
u
t
th
at
th
er
e
is
n
o
i
m
p
a
ct
o
n
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
o
f
lear
n
in
g
s
ty
les
[
2
3
-
26
]
.
I
t
is
co
n
s
is
tan
t
with
o
u
r
s
tu
d
y
f
in
d
in
g
,
h
o
wev
e
r
Hu
r
&
Kim
h
av
e
s
h
o
wn
t
h
at
Ko
r
ea
n
m
ed
ical
s
tu
d
en
ts
with
a
r
ef
le
ctiv
e
lear
n
in
g
s
ty
le
o
f
ch
o
ice
h
av
e
s
u
b
s
tan
tially
en
h
an
ce
d
en
g
ag
em
e
n
t,
p
r
o
b
lem
-
s
o
lv
in
g
,
q
u
iz
an
d
team
wo
r
k
[
2
7
-
2
9
]
.
I
n
ad
d
itio
n
,
th
er
e
is
s
cien
tific
ev
id
en
ce
t
h
at
s
tu
d
en
ts
with
in
tu
itiv
e
lear
n
in
g
p
r
ef
er
e
n
ce
s
p
er
f
o
r
m
s
u
b
s
tan
tially
b
etter
th
an
s
tu
d
en
ts
with
s
en
s
o
r
y
p
r
ef
e
r
en
ce
s
in
b
asic scien
ce
,
g
en
er
al
p
ath
o
lo
g
y
an
d
clin
ical
p
ath
o
lo
g
y
[
3
0
,
3
1
]
.
T
h
is
lim
itatio
n
o
f
th
e
s
tu
d
y
i
n
clu
d
es
a
s
m
all
s
am
p
le
s
ize,
an
d
all
r
esp
o
n
d
en
ts
wer
e
f
r
o
m
th
e
o
n
e
-
s
in
g
le
in
s
titu
tio
n
.
T
h
e
lack
o
f
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
ca
n
d
ir
ec
tly
a
f
f
ec
t
th
e
r
esu
lts
.
Sin
ce
th
e
m
eth
o
d
o
f
co
llect
d
ata
is
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
an
d
co
n
v
en
ie
n
ce
s
am
p
li
n
g
f
r
o
m
a
s
in
g
le
in
s
titu
tio
n
was
ch
o
s
en
,
t
h
er
e
is
h
ig
h
ch
an
ce
s
o
f
b
iased
in
th
e
f
in
d
in
g
.
Ad
d
itio
n
ally
,
th
e
p
o
p
u
latio
n
o
f
f
e
m
ale
is
m
o
r
e
th
an
m
ale
an
d
m
a
y
af
f
ec
t th
e
in
s
ig
n
if
ican
t
o
f
th
e
r
esu
lts
.
5.
CO
NCLU
SI
O
N
T
h
er
e
was
n
o
clea
r
r
elatio
n
s
h
ip
b
etwe
en
th
e
lear
n
in
g
s
ty
les
o
f
r
esp
o
n
d
en
ts
an
d
th
eir
ac
ad
em
i
c
ac
h
iev
em
en
t.
Mo
s
t
o
f
th
e
r
esp
o
n
d
en
ts
p
r
e
f
er
u
n
im
o
d
al
t
h
an
m
u
ltimo
d
al
an
d
th
eir
p
r
ef
er
en
ce
s
ty
le
ar
e
v
is
u
al.
Hen
ce
,
s
tu
d
en
ts
n
ee
d
to
awa
r
e
ab
o
u
t
th
eir
lear
n
in
g
tech
n
iq
u
e
to
ac
h
iev
e
b
etter
r
esu
lt
s
.
C
o
n
ce
r
n
in
g
th
e
p
r
ef
er
r
e
d
teac
h
i
n
g
tech
n
iq
u
e,
lectu
r
er
s
n
ee
d
to
ad
ap
t
to
t
h
e
teac
h
in
g
m
eth
o
d
wh
ich
s
u
i
tab
le
b
ased
o
n
th
e
s
tu
d
en
t’
s
p
r
ef
er
en
ce
,
esp
e
cially
am
o
n
g
h
ea
lth
ca
r
e
s
tu
d
en
t
-
s
o
m
e
o
f
th
e
d
o
m
in
an
t
lear
n
i
n
g
s
ty
les
n
ee
d
ed
to
b
e
ac
ce
p
ted
b
ased
o
n
th
eir
f
u
tu
r
e
p
r
o
f
ess
io
n
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wis
h
to
ac
k
n
o
wled
g
e
s
u
p
p
o
r
t
f
r
o
m
R
esear
ch
Ma
n
ag
em
en
t
C
en
ter
o
f
KPJ
Un
iv
er
s
ity
C
o
lleg
e
an
d
Ger
an
Pu
tr
a
Sis
w
az
ah
n
u
m
b
er
9
6
8
3
7
0
0
.
RE
F
E
R
E
NC
E
S
[1
]
B.
He
ffler,
“
I
n
d
i
v
id
u
a
l
Lea
rn
in
g
S
t
y
le
a
n
d
th
e
Lea
rn
in
g
S
ty
le
I
n
v
e
n
t
o
ry
,
”
E
d
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
v
o
l.
2
7
,
n
o
.
3
,
p
p
.
3
0
7
-
3
1
6
,
2
0
0
1
.
[2
]
A.
Nu
z
h
a
t,
R.
O.
S
a
lem
,
M
.
S
.
A.
Qu
a
d
r
i,
a
n
d
N.
Al
-
Ha
m
d
a
n
,
“
Lea
rn
in
g
sty
le
p
re
fe
re
n
c
e
s
o
f
m
e
d
ica
l
stu
d
e
n
ts:
a
sin
g
le
-
i
n
stit
u
te
e
x
p
e
rien
c
e
f
r
o
m
S
a
u
d
i
A
r
a
b
i
a
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
e
d
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
,
p
p
.
7
0
-
73,
A
u
g
.
2
0
1
1
.
[3
]
N.
Om
a
r,
M
.
M
.
M
o
h
a
m
a
d
,
a
n
d
A
.
N.
P
a
imin
,
“
Dim
e
n
sio
n
o
f
Lea
rn
in
g
S
ty
les
a
n
d
S
tu
d
e
n
ts’
Ac
a
d
e
m
ic
Ac
h
iev
e
m
e
n
t,
”
Pro
c
e
d
ia
-
S
o
c
i
a
l
a
n
d
Be
h
a
v
io
r
a
l
S
c
ien
c
e
s
,
v
o
l.
2
0
4
,
p
p
.
1
7
2
-
1
8
2
,
A
u
g
.
2
0
1
5
.
[4
]
S
.
Jo
y
a
n
d
D.
A.
Ko
l
b
,
“
Are
t
h
e
re
c
u
lt
u
ra
l
d
iffere
n
c
e
s
in
lea
rn
i
n
g
sty
le?
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
In
ter
c
u
lt
u
ra
l
Rela
ti
o
n
s
,
v
o
l
.
3
3
,
n
o
.
1
,
p
p
.
6
9
-
8
5
,
2
0
0
9
.
[5
]
S
.
B.
J
.
Ne
h
a
S
K
u
lk
a
r
n
i,
P
.
A.
P
a
ti
l
,
“
Lea
rn
in
g
S
t
y
les
P
re
fe
re
n
c
e
s
o
f
F
irst
Ye
a
r
M
e
d
ica
l
S
tu
d
e
n
ts
o
f
J
N
M
e
d
ica
l
Co
ll
e
g
e
Be
lg
a
u
m
:
A
S
in
g
le
In
stit
u
te
Ex
p
e
rien
c
e
in
Ka
rn
a
tak
a
,
I
n
d
ia
,
”
Na
ti
o
n
a
l
J
o
u
rn
a
l
o
f
In
teg
ra
t
e
d
Res
e
a
rc
h
i
n
M
e
d
icin
e
,
v
o
l
.
6
,
n
o
.
3
,
p
p
.
8
0
-
8
3
,
2
0
1
5
.
[6
]
E.
S
a
d
ler
-
S
m
it
h
,
“
Th
e
re
latio
n
s
h
ip
b
e
twe
e
n
lea
rn
in
g
st
y
le
a
n
d
c
o
g
n
i
ti
v
e
sty
le,
”
Per
so
n
a
li
ty
a
n
d
I
n
d
ivid
u
a
l
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]
D.
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1
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8
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.
[8
]
N.
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F
lem
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,
“
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if
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stra
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,
1
9
9
5
.
[9
]
N.
Ve
e
n
a
a
n
d
S
.
S
h
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stri
,
“
Lea
rn
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n
g
P
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ts
,”
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6
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p
.
26
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0
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R.
J.
M
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,
S
.
A
.
G
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,
S
.
R.
S
traja
,
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.
C.
B
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rt,
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.
8
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p
.
8
5
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6
6
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0
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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261
[1
1
]
K.
P
e
n
tap
a
ti
,
R.
S
a
ra
n
,
a
n
d
S
.
K
u
m
a
r,
“
As
se
s
sm
e
n
t
o
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lea
rn
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s
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m
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e
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tal
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ts
u
sin
g
Visu
a
l
,
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ra
l,
Re
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d
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,
Kin
e
st
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n
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ire:
An
in
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ti
o
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x
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,
”
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o
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p
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2
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1
5
.
[1
2
]
S.
-
C.
Li
e
w,
J.
S
i
d
h
u
,
a
n
d
A.
Ba
ru
a
,
“
Th
e
re
latio
n
sh
i
p
b
e
twe
e
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l
e
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rn
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les
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n
d
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lea
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te
m
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stu
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ts,
”
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C
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1
5
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n
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.
1
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p
.
4
4
,
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0
1
5
.
[1
3
]
L.
R.
Ku
m
a
r,
K.
Vo
ra
lu
,
S
.
P
.
P
a
n
i,
a
n
d
K.
R.
S
e
th
u
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n
,
“
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re
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T
Un
iv
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rsity
stu
d
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n
ts i
n
M
a
lay
sia
,
”
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o
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th
Ea
st A
si
a
n
J
o
u
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n
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l
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f
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e
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i
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a
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Ed
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c
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ti
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n
,
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o
l.
3
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o
.
1
,
p
p
.
3
7
-
4
6
,
2
0
0
9
.
[1
4
]
M
d
.
Zai
n
,
N.
A.
,
Tam
sir,
F
.
,
I
b
ra
h
im,
N.
A.,
P
o
n
ira
n
,
H.,
a
n
d
Mo
h
d
G
h
a
z
a
li
,
A.
S
.
,
“
VA
RK
Lea
rn
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g
S
ty
le
s
To
wa
rd
s
Ac
a
d
e
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ic
P
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n
c
e
Am
o
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g
S
tu
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e
n
ts
o
f
P
riv
a
te
Un
iv
e
rsity
in
S
e
lan
g
o
r
,”
I
n
ter
n
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ti
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n
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l
J
o
u
rn
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l
o
f
M
o
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rn
T
re
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S
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2
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o
.
1
0
,
p
p
.
01
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2
.
2
0
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9
[1
5
]
M
.
S
a
n
k
e
y
,
D.
Birch
,
a
n
d
M
.
G
a
rd
in
e
r,
“
T
h
e
imp
a
c
t
o
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u
lt
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p
le
re
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re
se
n
tatio
n
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ime
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ia
o
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rn
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s
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ro
ss
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rn
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g
sty
les
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n
d
m
o
d
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l
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e
s
,”
In
ter
n
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ti
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l
J
o
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rn
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o
f
Ed
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c
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ti
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De
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rm
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d
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o
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ica
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T
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o
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7
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o
.
3
,
p
p
.
18
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5
.
2
0
1
2
[1
6
]
S
.
M
.
C
.
B.
Ka
ra
ll
i
y
a
d
d
a
,
“
Lea
rn
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g
S
ty
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a
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Ac
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d
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F
irst
Ye
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r
Ag
ricu
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U
n
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e
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ra
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tes
:
A
Ca
se
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Ra
jara
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Un
iv
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f
S
ri
Lan
k
a
,
”
J
o
u
rn
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l
o
f
Ag
ric
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lt
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ra
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S
c
ien
ces
-
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ri
L
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k
a
,
v
o
l.
1
2
,
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o
.
1
,
p
p
.
3
4
-
4
2
,
2
0
1
7
.
[1
7
]
M
.
Ch
a
u
d
h
a
ry
,
e
t
a
l.
,
“
As
so
c
iatio
n
o
f
a
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a
d
e
m
ic
p
e
rf
o
rm
a
n
c
e
with
lea
rn
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n
g
sty
le
p
re
fe
re
n
c
e
o
f
m
e
d
ica
l
stu
d
e
n
ts
:
M
u
lt
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-
c
e
n
ter st
u
d
y
fr
o
m
P
a
k
istan
,
”
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o
u
rn
a
l
o
f
Co
n
tem
p
o
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ry
M
e
d
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l
Ed
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ti
o
n
,
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o
l.
3
,
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o
.
3
,
p
p
.
1
1
0
-
1
1
3
,
2
0
1
5
.
[1
8
]
S
.
D.
G
h
a
z
v
in
i
a
n
d
M
.
Kh
a
jeh
p
o
u
r,
“
G
e
n
d
e
r
d
iffere
n
c
e
s
in
fa
c
to
rs
a
ffe
c
ti
n
g
a
c
a
d
e
m
ic
p
e
rfo
rm
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n
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e
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f
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ig
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sc
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o
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stu
d
e
n
ts,
”
in
Pr
o
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ia
-
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o
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ia
l
a
n
d
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a
v
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ra
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ien
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e
s
,
2
0
1
1
,
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o
l.
1
5
,
p
p
.
1
0
4
0
-
1
0
4
5
.
[1
9
]
M
u
sh
taq
,
Irfa
n
,
a
n
d
S
h
a
b
a
n
a
Na
wa
z
Kh
a
n
,
“
F
a
c
to
rs
Affe
c
ti
n
g
S
t
u
d
e
n
ts’
Ac
a
d
e
m
ic
P
e
rfo
rm
a
n
c
e
,
”
Glo
b
a
l
J
o
u
r
n
a
l
o
f
M
a
n
a
g
e
me
n
t
a
n
d
B
u
sin
e
ss
Res
e
a
rc
h
,
v
o
l.
1
2
,
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o
.
9
,
p
p
.
1
7
-
2
2
,
2
0
1
2
.
[2
0
]
Ali,
No
r
h
id
a
y
a
h
,
Ka
m
a
ru
z
a
m
a
n
Ju
so
ff,
S
y
u
k
ria
h
Ali,
Na
jah
M
o
k
h
tar,
a
n
d
Az
n
i
S
y
a
fe
n
a
A
n
d
i
n
S
a
lam
a
t,
“
Th
e
F
a
c
to
rs
In
flu
e
n
c
in
g
S
tu
d
e
n
ts’
P
e
rfo
rm
a
n
c
e
a
t
Un
iv
e
rsiti
Tek
n
o
lo
g
i
M
ARA
Ke
d
a
h
,
M
a
lay
sia
,
”
M
a
n
a
g
e
me
n
t
S
c
ien
c
e
a
n
d
E
n
g
i
n
e
e
rin
g
,
v
o
l.
3
,
n
o
.
4
,
p
p
.
8
1
-
9
0
,
2
0
0
9
[2
1
]
K.
L
.
M
a
n
g
o
ld
,
e
t
a
l.
,
“
Lea
rn
i
n
g
S
t
y
le
P
re
fe
re
n
c
e
s
o
f
P
ra
c
ti
c
in
g
Nu
rse
s
,”
J
o
u
r
n
a
l
fo
r
N
u
rs
e
s
in
Pro
f
e
ss
io
n
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l
D
ev
e
lo
p
me
n
t
,
v
o
l.
3
4
,
n
o
.
4
,
p
p
.
2
1
2
-
2
1
8
.
2
0
1
8
[2
2
]
J.
M
c
Cro
w,
A.
Ye
v
c
h
a
k
,
a
n
d
P
.
Lew
is,
“
A
p
r
o
sp
e
c
ti
v
e
c
o
h
o
rt
s
tu
d
y
e
x
a
m
in
in
g
t
h
e
p
re
fe
rre
d
lea
rn
in
g
st
y
les
o
f
a
c
u
te ca
re
re
g
istere
d
n
u
rse
s,”
Nu
r
se
Ed
u
c
a
ti
o
n
in
Pra
c
ti
c
e
,
v
o
l.
1
4
,
n
o
.
2
,
p
p
.
1
7
0
-
1
7
5
.
2
0
1
4
[2
3
]
He
rn
á
n
d
e
z
-
T
o
rra
n
o
,
D.,
S
.
Ali,
a
n
d
C.
Ch
a
n
,
“
F
irst
y
e
a
r
m
e
d
ica
l
stu
d
e
n
ts’
lea
rn
i
n
g
sty
le
p
re
fe
re
n
c
e
s
a
n
d
th
e
ir
c
o
rre
latio
n
wit
h
p
e
rfo
rm
a
n
c
e
in
d
iffere
n
t
su
b
jec
ts
with
in
th
e
m
e
d
ica
l
c
o
u
rse
,
”
BM
C
M
e
d
ica
l
E
d
u
c
a
ti
o
n
,
v
o
l.
1
7
,
n
o
.
1
,
p
.
1
3
1
.
2
0
1
7
[2
4
]
S
.
Tari
q
,
e
t
a
l.
,
“
As
so
c
iatio
n
b
e
t
we
e
n
a
c
a
d
e
m
ic
lea
rn
in
g
stra
teg
ie
s
a
n
d
a
n
n
u
a
l
e
x
a
m
in
a
ti
o
n
re
su
lt
s
a
m
o
n
g
m
e
d
ica
l
stu
d
e
n
ts
o
f
Ki
n
g
Ed
wa
r
d
M
e
d
ica
l
Un
i
v
e
rsity
,
”
An
n
a
ls
o
f
K
in
g
Ed
w
a
rd
M
e
d
ic
a
l
Un
ive
rs
it
y
,
v
o
l.
2
2
,
n
o
.
2
,
p
p
.
1
2
4
-
1
34
,
2
0
1
6
.
[2
5
]
T.
H.
Alm
ig
b
a
l,
“
Re
latio
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a
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,
“
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Ad
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[2
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Y.
Hu
r
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d
S
.
Kim
,
“
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ro
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S
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.
,
“
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a
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o
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.
[2
9
]
C.
Kre
b
e
r,
“
Th
e
re
latio
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s
h
ip
b
e
t
we
e
n
se
lf
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ted
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rit
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ty
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s f
o
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in
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ig
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d
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,
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tu
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in
Hi
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D
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F
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Wo
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,
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ABC
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:
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BM
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A.
A.
Alg
h
a
sh
a
m
,
“
Eff
e
c
t
o
f
st
u
d
e
n
ts’
lea
rn
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g
sty
les
o
n
c
las
sro
o
m
p
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rf
o
rm
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n
c
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in
p
ro
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lem
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b
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se
d
lea
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,
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M
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T
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.
3
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o
.
1
,
p
p
.
S
1
4
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S
1
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,
2
0
1
2
.
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