I
nte
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t
io
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l J
o
urna
l o
f
E
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lua
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io
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Resea
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h in Ed
uca
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n (
I
J
E
RE
)
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
,
p
p
.
660
~
664
I
SS
N:
2252
-
8822
,
DOI
: 1
0
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h
ttp
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ere.
ia
esco
r
e.
co
m
The i
m
pa
ct
o
f
in
t
epro
fessio
na
l edu
ca
tion to hea
lt
h st
udents’
co
lla
bo
ra
tive co
m
petenci
es
Desa
k
K
et
ut
E
rna
w
a
t
i
1,
3
,
De
s
a
k
K
et
ut
I
nd
ra
s
a
ri
Ut
a
m
i
2,
3
1
De
p
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rtme
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t
o
f
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h
a
rm
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c
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g
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n
d
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h
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ra
p
y
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n
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p
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u
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Un
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it
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lt
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ticle
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ti
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(I
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is t
o
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c
o
ll
a
b
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ti
o
n
a
m
o
n
g
st
h
e
a
lt
h
c
a
re
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f
e
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io
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a
ls.
I
P
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h
a
s
b
e
e
n
a
d
o
p
ted
a
t
Ud
a
y
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Un
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e
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y
b
y
in
v
o
lv
in
g
se
v
e
n
h
e
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lt
h
c
o
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rse
s
a
t
Ud
a
y
a
n
a
Un
iv
e
rsity
,
Ba
li
,
In
d
o
n
e
sia
.
T
h
e
se
stu
d
e
n
ts
w
e
re
a
ss
ig
n
e
d
to
4
9
g
ro
u
p
s
w
h
ich
c
o
m
p
o
se
d
th
e
se
v
e
n
h
e
a
lt
h
c
o
u
rse
stu
d
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n
ts
.
T
h
e
y
le
a
rn
e
d
w
o
rk
in
g
in
c
o
ll
a
b
o
r
a
ti
o
n
f
ro
m
c
a
se
s
id
e
n
ti
f
ied
in
th
e
c
o
m
m
u
n
it
y
.
T
h
e
a
c
ti
v
it
ies
sp
a
n
n
e
d
f
o
r
f
iv
e
se
m
e
ste
rs.
A
t
th
e
b
e
g
in
n
in
g
o
f
th
e
ir
a
c
ti
v
i
t
ies
th
e
stu
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e
n
ts
re
c
e
iv
e
d
in
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ro
f
e
ss
io
n
a
l
c
o
ll
a
b
o
ra
ti
o
n
c
o
m
p
e
ten
c
ies
a
tt
a
in
m
e
n
t
su
rv
e
y
(ICC
A
S
).
T
h
e
su
rv
e
y
h
a
s
b
e
e
n
v
a
li
d
a
ted
in
th
e
p
o
p
u
latio
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a
n
d
h
a
s
t
w
o
c
o
ll
a
b
o
ra
ti
v
e
c
o
m
p
e
ten
c
ie
s,
n
a
m
e
l
y
c
o
m
m
u
n
ica
ti
o
n
a
n
d
c
o
ll
a
b
o
ra
ti
o
n
.
T
h
is
w
a
s
a
re
p
o
rt
o
f
ICCA
S
e
m
p
lo
y
m
e
n
t
in
S
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m
e
ste
r
III
d
a
n
I
V
o
f
th
e
f
irst
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o
h
o
rt
o
f
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P
E
P
ro
g
ra
m
a
t
Ud
a
y
a
n
a
Un
iv
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rsit
y
.
1
3
8
stu
d
e
n
ts
c
o
m
p
lete
d
th
e
s
u
rv
e
y
in
b
o
t
h
se
m
e
ste
rs.
A
p
a
ired
-
sa
m
p
le
t
-
tes
t
w
a
s
c
o
n
d
u
c
ted
to
c
o
m
p
a
re
th
e
m
e
a
n
sc
o
re
d
iff
e
re
n
c
e
s
o
f
c
o
ll
a
b
o
ra
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
in
th
e
f
irst
a
n
d
se
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o
n
d
se
m
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ste
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o
f
a
tt
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d
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g
I
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rn
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g
.
W
h
il
st,
th
e
re
w
a
s
n
o
sig
n
if
ica
n
t
d
if
f
e
re
n
c
e
s
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n
th
e
m
e
a
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sc
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m
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th
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m
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sc
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r
p
re
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n
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p
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ti
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n
(9
4
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7
±
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.
7
)
a
n
d
(9
1
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0
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8
);
t(
1
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0
)=
3
.
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9
,
p
=
0
.
0
0
1
.
T
h
e
se
re
su
lt
s
su
g
g
e
st
th
a
t
th
e
c
o
ll
a
b
o
ra
ti
o
n
c
o
m
p
e
ten
c
ies
a
m
o
n
g
st
th
e
se
v
e
n
h
e
a
lt
h
c
o
u
rse
s
stu
d
e
n
ts
re
d
u
c
e
d
a
f
ter
o
n
e
se
m
e
ste
r
a
tt
e
n
d
in
g
IP
E
a
c
ti
v
it
ies
.
T
h
e
se
f
in
d
in
g
s
in
d
ica
ted
t
h
a
t
th
e
stu
d
y
d
e
sig
n
a
n
d
lea
rn
in
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tas
k
s
sh
o
u
ld
b
e
a
m
e
n
d
e
d
to
e
n
su
re
stu
d
e
n
ts
g
a
in
th
e
m
o
st o
f
th
e
ir
lea
rn
in
g
i
n
c
o
ll
a
b
o
ra
ti
o
n
.
K
ey
w
o
r
d
s
:
C
o
llab
o
r
at
io
n
C
o
m
m
u
n
ica
tio
n
I
n
ter
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
P
r
e
-
p
o
s
t d
esig
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Desak
Ket
u
t E
r
n
a
w
ati,
Dep
ar
t
m
en
t o
f
P
h
ar
m
ac
o
lo
g
y
an
d
T
h
er
ap
y
,
I
n
ter
p
r
o
f
ess
io
n
al
E
d
u
ca
tio
n
U
n
it,
Ud
a
y
an
a
U
n
i
v
er
s
it
y
,
Den
p
asar
B
ali
8
0
1
1
6
,
I
n
d
o
n
esia.
E
m
ail:
k
et
u
ter
n
a
w
at
i@
u
n
u
d
.
a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
C
u
r
r
en
tl
y
,
a
p
r
o
f
ess
io
n
al
h
ea
lth
ca
r
e
p
r
o
v
id
er
is
r
eq
u
ir
ed
n
o
t
o
n
l
y
to
b
e
co
m
p
ete
n
t
in
th
eir
o
w
n
p
r
ac
tice
b
u
t
also
b
e
ab
le
to
w
o
r
k
in
co
llab
o
r
atio
n
w
i
th
o
t
h
e
r
s
.
Me
ad
s
et
al.
,
in
d
icate
d
th
at
h
ea
lth
ed
u
ca
tio
n
i
s
r
eq
u
ir
ed
to
b
e
in
ter
p
r
o
f
ess
io
n
al
[
1
]
.
Fu
r
th
er
,
th
e
W
o
r
ld
Hea
lth
Or
g
a
n
izatio
n
h
as
h
i
g
h
li
g
h
ted
th
e
i
m
p
o
r
tan
ce
o
f
I
n
ter
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
(
I
P
E
)
in
p
r
e
p
ar
in
g
p
r
ac
tice
r
ea
d
y
h
ea
lth
w
o
r
k
f
o
r
ce
s
in
w
o
r
k
i
n
g
w
it
h
o
th
er
s
[
2
]
.
I
n
th
e
liter
at
u
r
e,
s
o
m
e
f
ac
to
r
s
in
f
lu
e
n
ce
d
to
t
h
e
i
m
p
le
m
e
n
tat
io
n
o
f
I
P
E
[
3
,
4
]
.
T
h
e
f
ac
to
r
s
r
an
g
ed
f
r
o
m
m
icr
o
lev
el,
m
eso
le
v
el
to
m
ac
r
o
l
ev
el
[
4
]
.
L
ea
r
n
er
s
’
a
n
d
ac
ad
e
m
ics
’
p
r
ep
ar
ed
n
ess
w
er
e
co
n
s
id
er
ed
as
f
ac
to
r
s
in
m
icr
o
lev
el,
s
u
p
p
o
r
ts
f
r
o
m
in
s
tit
u
tio
n
s
as
f
ac
to
r
in
m
eso
,
w
h
ile
ac
cr
ed
itatio
n
,
r
eg
u
latio
n
f
r
o
m
h
ea
l
t
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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8822
Th
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in
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tio
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n
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er
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s
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e
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m
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s
t
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d
en
t
s
an
d
f
a
cu
ltie
s
w
h
ic
h
m
a
y
in
v
o
lv
e.
I
n
th
e
cu
r
r
en
t
s
etti
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g
,
d
esp
ite
d
if
f
er
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c
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l
u
m
d
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s
a
m
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t
t
h
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ev
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co
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r
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e
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ti
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th
e
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s
t
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s
h
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r
esp
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n
s
e
s
to
I
P
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im
p
le
m
e
n
tatio
n
[
5
]
.
I
t
w
a
s
also
s
u
g
g
es
ted
th
at
th
e
s
tu
d
en
t
s
n
ee
d
to
s
tar
t
lear
n
i
n
g
I
P
E
ea
r
ly
in
th
eir
s
e
m
e
s
ter
.
Af
ter
th
e
W
H
O
in
tr
o
d
u
ce
d
I
P
E
,
in
itia
tiv
e
o
f
I
P
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i
m
p
le
m
e
n
tat
io
n
a
m
o
n
g
s
t
h
ea
lt
h
s
t
u
d
en
t
s
e
m
er
g
ed
w
o
r
ld
w
id
e
[
6
,
7]
.
L
ea
r
n
in
g
m
et
h
o
d
s
s
u
c
h
as
e
-
le
ar
n
in
g
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d
b
len
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ed
lear
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g
,
s
e
m
i
n
ar
,
w
o
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k
s
h
o
p
,
o
b
s
er
v
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n
,
s
t
u
d
en
t
p
lace
m
e
n
t,
r
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p
lay
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d
lect
u
r
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f
o
u
n
d
in
th
e
liter
at
u
r
e
[8
-
12]
.
A
lth
o
u
g
h
n
o
p
r
o
f
o
u
n
d
lear
n
in
g
m
e
th
o
d
o
r
cu
r
r
icu
la
f
o
u
n
d
in
t
h
e
liter
atu
r
e
to
ar
g
u
e
th
e
r
i
g
h
t
m
et
h
o
d
to
b
e
tter
p
r
ep
a
r
e
f
u
tu
r
e
h
ea
lt
h
p
r
o
v
id
er
s
,
in
f
o
r
m
al
le
ar
n
in
g
w
a
s
p
o
ten
tiall
y
b
r
in
g
p
o
s
itiv
e
o
p
p
o
r
tu
n
it
y
f
o
r
th
e
s
t
u
d
e
n
ts
to
f
o
s
ter
co
llab
o
r
atio
n
[
1
3
]
.
Si
m
i
lar
l
y
,
d
is
cu
s
s
io
n
o
n
I
P
E
lear
n
in
g
o
u
tco
m
e
s
r
an
g
ed
f
r
o
m
lear
n
er
s
’
an
d
f
r
o
m
p
atien
ts
’
p
er
s
p
ec
tiv
e
as
w
ell
as
f
r
o
m
h
ea
lt
h
s
er
v
ice
d
eliv
er
y
p
o
in
t
o
f
v
ie
w
[
1
4
-
16]
.
M
o
s
t
s
tu
d
ies
f
o
u
n
d
in
th
e
li
ter
atu
r
e
illu
s
tr
ated
th
e
i
m
p
ac
t
o
f
in
te
r
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
w
h
ic
h
s
u
s
tai
n
ed
p
o
s
itiv
e
attitu
d
es
to
w
ar
d
s
w
o
r
k
i
n
g
co
llab
o
r
ativ
el
y
[
1
7
-
19]
.
Fu
r
t
h
er
,
a
m
eta
-
a
n
al
y
s
i
s
s
t
u
d
y
o
n
I
P
E
in
2
0
1
8
h
a
s
s
h
o
w
n
t
h
at
in
ter
p
r
o
f
es
s
io
n
al
lear
n
in
g
i
m
p
r
o
v
ed
p
o
s
iti
v
el
y
k
n
o
w
led
g
e,
s
k
ills
,
a
n
d
attitu
d
es
o
f
lear
n
er
s
i
n
d
i
f
f
er
en
t
h
ea
lt
h
ca
r
e
d
is
cip
lin
es
[
2
0
]
.
A
n
o
t
h
er
s
y
s
t
e
m
atic
a
n
al
y
s
i
s
s
t
u
d
y
in
2
0
1
9
s
h
o
w
ed
t
h
at
I
P
E
n
o
t
o
n
l
y
e
n
h
an
ce
d
k
n
o
w
led
g
e,
s
k
il
ls
a
n
d
attitu
d
e
s
b
u
t
also
s
h
ar
ed
p
r
o
b
lem
s
o
l
v
in
g
to
p
r
ep
ar
e
th
e
m
i
n
th
e
f
u
t
u
r
e
[
2
1
]
.
T
h
e
r
esu
lts
o
f
th
o
s
e
s
tu
d
ie
s
in
d
icate
d
th
at
I
P
E
m
a
y
b
e
b
en
ef
icial
in
o
r
d
er
t
o
im
p
r
o
v
e
h
ea
lt
h
ca
r
e
s
t
u
d
en
ts
’
attitu
d
e
s
to
w
ar
d
s
lear
n
in
g
w
it
h
o
th
er
s
.
I
n
o
u
r
s
ettin
g
,
I
P
E
h
as
b
ee
n
ad
o
p
ted
s
in
ce
2
0
1
5
.
Ho
w
e
v
er
,
o
n
l
y
o
n
e
s
tu
d
y
r
ep
o
r
ted
s
tu
d
e
n
ts
’
p
o
s
itiv
e
p
er
ce
p
tio
n
s
to
w
ar
d
s
I
P
E
[
2
2
]
.
Fu
r
th
er
,
litt
l
e
w
as
k
n
o
w
n
it
s
i
m
p
ac
t
to
s
tu
d
en
ts
’
co
m
p
eten
c
y
attain
m
e
n
t.
T
h
er
e
is
n
o
s
in
g
l
e
to
o
l
w
h
ic
h
w
ill
s
u
it
all
co
m
p
e
ten
cie
s
m
ea
s
u
r
e
m
en
t
[
2
3
]
.
T
h
is
s
tu
d
y
ai
m
ed
to
ev
alu
a
te
ch
a
n
g
es
o
f
co
llab
o
r
ativ
e
co
m
p
eten
cie
s
u
s
i
n
g
a
v
alid
ated
to
o
l
in
w
o
r
k
in
g
w
i
th
o
t
h
er
h
ea
l
t
h
s
tu
d
e
n
ts
a
f
ter
atten
d
i
n
g
a
co
m
m
u
n
it
y
-
b
ased
lear
n
i
n
g
o
n
I
P
E
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
Sev
e
n
h
ea
lt
h
co
u
r
s
es
atte
n
d
ed
a
th
r
ee
-
h
o
u
r
lect
u
r
e
o
n
in
ter
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
at
th
e
b
eg
in
n
i
n
g
o
f
in
ter
p
r
o
f
ess
io
n
al
lear
n
i
n
g
ac
tiv
itie
s
,
s
m
all
g
r
o
u
p
d
is
cu
s
s
io
n
s
w
it
h
ac
ad
e
m
ic
s
f
r
o
m
h
ea
l
th
p
r
o
f
ess
io
n
s
f
ac
u
lt
y
m
e
m
b
er
,
an
d
f
ield
w
o
r
k
v
i
s
it
s
w
ith
t
h
e
g
r
o
u
p
to
th
e
co
m
m
u
n
i
t
y
f
o
r
o
n
e
s
e
m
e
s
ter
.
T
h
er
e
w
er
e
5
8
8
s
tu
d
en
t
s
en
r
o
lled
(
2
4
6
m
ed
icals
,
4
9
d
e
n
tis
tr
y
,
5
9
n
u
r
s
i
n
g
,
6
1
p
s
y
ch
o
lo
g
ies
,
4
6
p
h
y
s
io
t
h
er
ap
ies
,
6
6
p
u
b
lic
h
ea
lth
an
d
6
1
p
h
ar
m
ac
y
s
t
u
d
en
ts
)
in
I
P
E
p
r
o
g
r
am
in
Se
m
ester
I
I
I
an
d
I
V.
T
h
e
y
w
er
e
d
iv
id
ed
in
to
49
g
r
o
u
p
s
co
m
p
o
s
ed
w
it
h
1
1
-
1
2
s
t
u
d
en
ts
f
r
o
m
t
h
e
s
ev
en
h
ea
lt
h
co
u
r
s
e
s
.
T
h
e
s
tu
d
en
ts
r
ec
ei
v
ed
I
n
ter
p
r
o
f
ess
io
n
al
C
o
llab
o
r
ativ
e
C
o
m
p
eten
cies
Attai
n
m
e
n
t
S
u
r
v
e
y
(
I
C
C
AS)
as
a
p
r
e
-
tes
t
as
s
ess
m
e
n
t
i
n
Se
m
e
s
ter
I
I
I
.
T
h
e
s
tu
d
en
t
s
a
ls
o
co
m
p
leted
I
C
C
A
S
a
s
a
p
o
s
t
-
test
ass
e
s
s
m
e
n
t
in
Se
m
e
s
ter
I
V.
T
h
e
I
C
C
AS
w
as
d
ev
elo
p
ed
in
C
an
ad
a
w
h
ic
h
h
a
s
2
0
s
tatem
e
n
t
s
o
n
co
llab
o
r
atio
n
co
m
p
ete
n
cie
s
[
2
4
,
25]
.
I
t
h
as
b
ee
n
v
alid
ated
at
th
e
u
n
i
v
er
s
it
y
p
r
io
r
to
its
e
m
p
lo
y
m
e
n
t
i
n
th
e
cu
r
r
en
t
s
tu
d
y
an
d
r
etr
iev
ed
t
w
o
co
llab
o
r
ati
v
e
co
m
p
eten
cie
s
(
n
a
m
el
y
,
co
m
m
u
n
ica
tio
n
an
d
co
llab
o
r
atio
n
)
.
T
h
e
P
r
o
g
r
am
o
f
I
n
ter
p
r
o
f
ess
io
al
E
d
u
ca
t
io
n
(
I
P
E
)
w
as
co
m
p
r
i
s
ed
o
f
ac
ti
v
itie
s
in
v
o
lv
in
g
h
ea
lt
h
s
t
u
d
en
t
s
an
d
ac
ad
em
ic
s
f
r
o
m
s
ev
e
n
h
ea
lt
h
co
u
r
s
e
s
(
m
ed
ical
,
n
u
r
s
i
n
g
,
d
en
tis
tr
y
,
p
h
ar
m
ac
y
,
p
u
b
lic
h
ea
lth
,
p
h
y
s
io
t
h
er
ap
y
an
d
p
s
y
c
h
o
lo
g
y
)
.
Fac
ilit
ati
n
g
an
I
P
E
lear
n
i
n
g
ca
n
b
e
ch
alle
n
g
in
g
d
u
e
to
th
e
d
if
f
er
e
n
t
h
ea
lt
h
s
t
u
d
en
t
s
wh
o
p
ar
ticip
ated
in
th
e
p
r
o
g
r
a
m
.
T
h
u
s
,
th
e
ac
ad
em
ics
atte
n
d
ed
f
ac
u
lt
y
d
e
v
elo
p
m
e
n
t
w
o
r
k
s
h
o
p
to
ass
is
t
th
e
m
a
s
f
ac
ili
tato
r
s
o
f
th
e
p
r
o
g
r
a
m
.
T
h
e
w
o
r
k
s
h
o
p
h
ad
in
f
o
r
m
at
io
n
o
f
p
r
o
g
r
a
m
a
n
d
h
o
w
to
ass
e
s
s
s
t
u
d
en
ts
’
lear
n
in
g
i
n
a
s
e
m
ester
.
Me
an
w
h
ile,
th
e
s
t
u
d
en
ts
atte
n
d
ed
a
th
r
ee
-
h
o
u
r
lectu
r
e
o
n
in
ter
p
r
o
f
ess
io
n
al
ed
u
ca
t
io
n
,
f
ac
e
to
f
ac
e
d
is
cu
s
s
io
n
w
it
h
1
1
to
1
2
s
tu
d
en
ts
f
r
o
m
t
h
e
s
ev
e
n
h
ea
lth
co
u
r
s
es
f
ac
il
itat
ed
b
y
t
h
eir
ac
ad
e
m
ic
s
,
an
d
f
ie
ld
w
o
r
k
v
is
its
w
i
th
th
e
g
r
o
u
p
to
th
e
co
m
m
u
n
it
y
i
n
ea
ch
s
e
m
ester
.
T
h
e
P
r
o
g
r
am
o
f
I
P
E
w
a
s
d
e
s
ig
n
ed
f
o
r
f
i
v
e
s
e
m
e
s
ter
s
w
h
ich
s
tar
ted
in
Se
m
ester
I
I
I
to
VI
I
.
T
h
e
s
tu
d
e
n
ts
id
en
ti
f
ied
p
r
o
b
le
m
s
in
t
h
e
co
m
m
u
n
it
y
,
p
r
io
r
itize
th
e
p
r
o
b
le
m
s
w
h
ic
h
co
u
ld
b
e
co
m
p
let
ed
in
t
h
e
p
r
o
g
r
am
,
g
i
v
e
in
ter
v
en
tio
n
b
ased
o
n
th
e
ca
s
e,
m
o
n
ito
r
an
d
ev
alu
a
te
th
e
p
r
o
g
r
am
i
m
p
le
m
en
ted
.
T
h
e
s
tu
d
en
ts
also
atten
d
ed
lectu
r
es
o
n
co
m
m
u
n
icatio
n
,
p
r
o
b
le
m
id
en
ti
f
icatio
n
,
co
n
f
l
ict
m
a
n
a
g
e
m
en
t,
tea
m
w
o
r
k
,
in
ter
v
e
n
tio
n
,
m
o
n
ito
r
in
g
a
n
d
ev
alu
a
tio
n
p
r
o
g
r
a
m
to
co
m
m
u
n
it
y
s
e
tti
n
g
w
h
ic
h
s
p
a
n
n
ed
f
o
r
f
iv
e
s
e
m
e
s
ter
s
.
T
h
e
s
tu
d
e
n
ts
r
ep
o
r
ted
th
eir
ac
tiv
ities
in
a
lo
g
b
o
o
k
an
d
r
ep
o
r
ted
th
eir
p
r
o
g
r
am
ev
er
y
s
e
m
e
s
ter
as
a
s
tu
d
en
t
p
r
o
j
ec
t.
T
h
e
ac
ad
em
ics
ev
a
lu
ated
an
d
g
av
e
f
ee
d
b
ac
k
o
n
h
o
w
t
h
e
s
t
u
d
en
ts
p
r
o
g
r
ess
ed
as
an
in
d
i
v
id
u
al
an
d
as
a
g
r
o
u
p
in
ev
er
y
s
e
m
e
s
ter
u
s
i
n
g
th
eir
l
o
g
b
o
o
k
s
.
Stu
d
en
t
s
’
r
esp
o
n
s
e
s
to
I
C
C
A
S
w
er
e
an
al
y
s
ed
u
s
i
n
g
a
p
air
ed
t
-
test
in
SP
SS
2
3
.
0
.
P
-
v
alu
e
les
s
t
h
an
0
.
0
5
w
a
s
co
n
s
id
er
ed
s
i
g
n
i
f
ica
n
t
c
h
an
g
e
s
s
h
o
w
ed
i
n
t
h
e
s
tu
d
en
ts
’
co
m
p
e
ten
cie
s
b
ef
o
r
e
an
d
af
ter
a
tte
n
d
in
g
I
P
E
ac
tiv
itie
s
.
T
h
is
r
esear
ch
h
a
s
g
ai
n
ed
eth
ical
ap
p
r
o
v
al
f
r
o
m
E
th
ical
C
o
m
m
ittee
Ud
a
y
an
a
U
n
i
v
er
s
it
y
N
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I
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664
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3.
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u
d
y
r
ep
o
r
ted
o
n
co
llab
o
r
atio
n
co
m
p
eten
c
ies
i
n
I
n
d
o
n
es
ian
p
r
ac
tice.
T
h
u
s
,
th
e
I
P
E
p
r
o
g
r
a
m
d
ev
elo
p
er
s
at
th
e
cu
r
r
en
t
u
n
i
v
er
s
i
t
y
m
a
y
e
m
p
lo
y
co
m
p
eten
cies
a
v
ailab
le
i
n
th
e
li
ter
atu
r
e.
T
h
ese
co
m
p
eten
cie
s
n
e
ed
to
b
e
a
r
ticu
lated
w
ell
i
n
t
h
e
s
t
u
d
y
g
u
id
e
b
o
th
f
o
r
f
ac
ilit
ato
r
s
an
d
f
o
r
s
t
u
d
en
ts
i
n
ea
ch
s
e
m
e
s
ter
.
T
h
u
s
,
th
e
ac
ad
e
m
ics
a
n
d
s
tu
d
e
n
ts
u
n
d
er
s
to
o
d
o
f
w
h
at
to
ex
p
ec
t o
f
th
e
m
.
Fu
r
t
h
er
,
f
ac
u
l
t
y
d
ev
elo
p
m
en
t
i
s
ess
e
n
tial
i
n
th
e
d
eliv
er
y
o
f
I
P
E
.
I
t
is
n
o
t
o
n
l
y
to
h
av
e
a
n
e
ed
an
al
y
s
i
s
to
ass
es
s
f
ac
u
lt
y
d
e
v
elo
p
m
e
n
t
n
ee
d
s
i
n
t
h
e
i
m
p
le
m
e
n
tat
io
n
o
f
I
P
E
[
2
8
]
,
b
u
t
also
to
tak
e
i
n
to
ac
co
u
n
t
v
is
io
n
an
d
m
i
s
s
io
n
o
f
t
h
e
i
n
s
tit
u
ti
o
n
[
2
9
]
.
Th
is
f
ac
u
lt
y
d
ev
el
o
p
m
e
n
t
r
eq
u
ir
es
s
u
p
p
o
r
t
f
r
o
m
o
r
g
a
n
izatio
n
an
d
in
d
iv
id
u
al
le
v
el
s
,
f
lex
ib
il
it
y
b
ased
o
n
i
n
s
ti
tu
t
io
n
a
n
d
p
ar
tici
p
an
t sp
ec
i
f
ic
c
h
ar
ac
ter
is
ti
c
an
d
o
u
tco
m
es
b
ased
o
n
w
o
r
k
i
n
g
in
ter
p
r
o
f
es
s
io
n
a
ll
y
[
3
0
]
w
h
ich
s
u
p
p
o
r
ted
I
n
ter
p
r
o
f
es
s
io
n
al
E
d
u
ca
tio
n
f
o
r
C
o
lla
b
o
r
ativ
e
P
r
ac
t
ice
as
a
f
ield
i
n
co
llab
o
r
atio
n
[
4
]
.
T
h
e
r
o
le
o
f
ac
ad
e
m
ic
i
s
cr
u
c
ial
in
I
P
E
.
T
h
e
a
ca
d
em
ics
co
u
ld
teac
h
an
d
to
b
e
th
e
r
o
le
m
o
d
el
f
o
r
co
llab
o
r
atio
n
[
3
0
]
.
T
h
e
i
m
p
o
r
tan
ce
o
f
p
r
ep
ar
in
g
t
h
e
ac
ad
e
m
ic
s
h
a
s
b
ee
n
r
ep
o
r
ted
in
a
f
ac
u
lt
y
d
ev
elo
p
m
e
n
t
p
r
o
g
r
a
m
f
o
s
ter
ed
teac
h
i
n
g
,
r
esear
ch
i
n
g
a
n
d
ad
m
in
i
s
tr
ati
v
e
s
k
ill
s
o
f
m
ed
ical
a
n
d
allied
h
ea
lt
h
f
ac
u
lt
y
[
2
8
,
3
0
]
E
d
u
ca
to
r
s
in
p
r
e
-
clin
ical
an
d
clin
i
ca
l
s
ettin
g
ar
e
r
eq
u
ir
ed
to
in
v
o
lv
e
an
d
to
h
av
e
co
m
p
ete
n
cie
s
r
eq
u
i
r
ed
in
f
ac
u
lt
y
d
ev
elo
p
m
e
n
t
[
2
9
,
31]
.
C
o
m
p
ete
n
cies
s
u
ch
a
s
v
al
u
es
an
d
et
h
ic
s
i
n
co
llab
o
r
ati
o
n
,
co
m
m
u
n
icat
io
n
,
co
o
r
d
in
atio
n
,
an
d
lead
er
s
h
ip
s
k
il
ls
,
b
ein
g
co
m
p
eten
t
w
it
h
th
eir
o
w
n
p
r
o
f
ess
i
o
n
s
,
an
d
u
n
d
er
s
ta
n
d
r
o
le
an
d
r
esp
o
n
s
ib
ilit
ies
o
f
o
th
er
s
m
a
y
b
e
r
e
q
u
ir
ed
as
co
ll
ab
o
r
ativ
e
co
m
p
eten
c
ies
b
y
th
e
ac
ad
em
ics
i
n
f
ac
u
lt
y
d
ev
elo
p
m
en
t
p
r
o
g
r
am
[
3
2
]
.
T
h
e
f
in
d
in
g
o
f
th
e
cu
r
r
en
t
s
t
u
d
y
i
n
d
icate
d
o
n
e
o
f
th
e
i
m
p
er
ativ
e
s
tep
s
in
i
m
p
le
m
e
n
ti
n
g
I
P
E
in
th
e
cu
r
r
icu
lu
m
is
to
p
r
ep
ar
e
f
ac
u
lt
y
d
e
v
elo
p
m
en
t.
S
m
al
l
r
esp
o
n
s
e
r
ate
o
f
s
tu
d
en
t
s
’
p
ar
ticip
atio
n
to
in
b
o
th
s
e
m
e
s
ter
s
w
as
a
li
m
itatio
n
to
th
is
s
t
u
d
y
.
T
h
is
m
a
y
b
e
d
u
e
to
t
h
e
f
ac
t
th
at
s
u
r
v
e
y
co
m
p
letio
n
w
a
s
n
o
t
m
a
n
d
ato
r
y
to
t
h
e
s
tu
d
e
n
ts
u
p
o
n
co
m
p
letio
n
o
f
th
e
u
n
it
d
u
r
in
g
th
e
s
e
m
es
ter
.
B
esid
es,
p
ar
ticip
atio
n
w
as
co
n
d
u
cted
o
n
lin
e
w
h
ic
h
m
a
y
r
es
u
lt i
n
t
h
e
p
o
o
r
r
esp
o
n
s
e.
4.
CO
NCLU
SI
O
N
Hea
lth
s
t
u
d
en
t
s
a
f
ter
atte
n
d
i
n
g
in
ter
p
r
o
f
ess
io
n
al
ed
u
ca
t
io
n
ac
ti
v
itie
s
i
n
t
h
e
c
u
r
r
en
t
u
n
i
v
er
s
i
t
y
s
h
o
w
ed
r
ed
u
ctio
n
i
n
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
atio
n
af
ter
o
n
e
s
e
m
e
s
ter
o
f
ac
ti
v
it
y
.
T
h
i
s
f
i
n
d
in
g
i
n
d
icate
d
p
r
o
g
r
am
d
e
v
elo
p
er
n
ee
d
s
to
am
en
d
t
h
eir
p
r
o
g
r
a
m
an
d
c
u
r
r
icu
lu
m
to
b
etter
p
r
ep
ar
e
s
tu
d
en
ts
’
d
ev
elo
p
m
en
t
o
f
co
llab
o
r
ativ
e
co
m
p
ete
n
cies.
ACK
NO
WL
E
D
G
E
M
E
NT
S
W
e
w
o
u
ld
lik
e
to
t
h
an
k
y
o
u
f
o
r
s
t
u
d
en
t
s
w
h
o
h
a
v
e
p
ar
ticip
ated
in
th
is
s
u
r
v
e
y
a
n
d
Hea
d
s
o
f
Dep
ar
t
m
en
t
s
w
it
h
i
n
Facu
lt
y
o
f
Me
d
icin
e
Ud
a
y
a
n
a
Un
i
v
er
s
i
t
y
.
RE
F
E
R
E
NC
E
S
[1
]
G
.
M
e
a
d
s,
J.
A
sh
c
ro
f
t,
H.
Ba
rr
,
a
n
d
R
S
c
o
t
t,
T
h
e
c
a
se
fo
r
in
t
e
rp
ro
fes
sio
n
a
l
c
o
ll
a
b
o
ra
ti
o
n
.
I
n
d
ia:
Blac
k
w
e
ll
P
u
b
l
ish
i
n
g
L
td
,
2
0
0
5
.
[2
]
W
o
rld
He
a
lt
h
Org
a
n
iza
ti
o
n
,
“
Hu
m
a
n
Re
so
u
rc
e
s
f
o
r
He
a
lt
h
F
ra
m
e
w
o
rk
f
o
r
Ac
ti
o
n
o
n
In
terp
r
o
f
e
ss
io
n
a
l
Ed
u
c
a
ti
o
n
&
Co
ll
a
b
o
r
a
ti
v
e
P
ra
c
ti
c
e
,
”
2
0
1
0
.
[3
]
M
.
Ha
m
m
ic
k
,
D.
F
re
e
th
,
S
.
R
e
e
v
e
s,
a
n
d
H.
Ba
rr,
“
A
b
e
st
e
v
id
e
n
c
e
s
y
ste
m
a
ti
c
re
v
ie
w
o
f
i
n
terp
ro
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
.
BEM
E
G
u
id
e
No
9
,
”
M
e
d
.
T
e
a
c
h
.
,
v
o
l.
2
9
,
n
o
8
,
p
p
.
7
3
5
–
5
1
,
2
0
0
7
.
[4
]
D.
D’A
m
o
u
r
a
n
d
I.
Oa
n
d
a
sa
n
,
“
I
n
terp
ro
f
e
ss
io
n
a
li
ty
a
s
th
e
f
i
e
ld
o
f
in
terp
r
o
f
e
ss
io
n
a
l
p
ra
c
ti
c
e
a
n
d
in
terp
ro
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
:
A
n
e
m
e
r
g
in
g
c
o
n
c
e
p
t,
”
J
.
In
ter
p
ro
f
.
Ca
re
,
v
o
l
.
1
9
,
n
o
.
S
UPP
L
.
1
,
p
p
.
8
–
2
0
,
2
0
0
5
.
[5
]
D.
K.
Er
n
a
w
a
ti
,
“
M
e
d
ica
ti
o
n
sa
f
e
t
y
in
In
d
o
n
e
sia
:
e
x
p
a
n
d
i
n
g
p
h
a
rm
a
c
ists’
ro
le
th
ro
u
g
h
i
n
terp
r
o
f
e
s
sio
n
a
l
e
d
u
c
a
ti
o
n
(IP
E)
a
n
d
in
terp
ro
f
e
ss
io
n
a
l
p
ra
c
ti
c
e
(IP
P
)
,
”
Cu
rti
n
Un
iv
e
rsit
y
,
2
0
1
5
.
[6
]
L
.
S
a
f
a
b
a
k
h
sh
,
A
.
Ira
jp
o
u
r,
a
n
d
N.
Ya
m
a
n
i,
“
De
si
g
n
in
g
a
n
d
d
e
v
e
lo
p
i
n
g
a
c
o
n
ti
n
u
in
g
in
terp
ro
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
m
o
d
e
l,
”
Ad
v
.
M
e
d
.
E
d
u
c
.
Pr
a
c
t.
,
v
o
l.
9
,
p
p
.
4
5
9
–
4
6
7
,
2
0
1
8
.
[7
]
C.
He
ra
th
,
Y.
Zh
o
u
,
Y.
G
a
n
,
N.
Na
k
a
n
d
a
w
ire,
Y.
G
o
n
g
,
a
n
d
Z.
L
u
,
“
A
c
o
m
p
a
ra
ti
v
e
stu
d
y
o
f
i
n
terp
ro
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
in
g
lo
b
a
l
h
e
a
lt
h
c
a
re
:
A
sy
ste
m
a
ti
c
re
v
ie
w
,
”
M
e
d
.
(
Un
it
e
d
S
t
a
tes
)
,
v
o
l
.
9
6
,
n
o
.
3
8
,
e
7
3
3
6
,
20
1
7
.
[8
]
T
.
Lev
e
tt
-
Jo
n
e
s,
C.
G
il
li
f
a
n
,
S
.
L
a
p
k
in
,
a
n
d
K
Ho
f
fm
a
n
,
“
In
terp
ro
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
f
o
r
th
e
q
u
a
li
ty
u
se
o
f
m
e
d
icin
e
:
d
e
sig
n
in
g
a
u
t
h
e
n
ti
c
m
u
lt
im
e
d
ia l
e
a
rn
in
g
re
so
u
rc
e
s,”
Nu
rs
e
Ed
u
c
.
T
o
d
a
y
,
v
o
l
.
3
2
,
p
p
.
9
3
4
–
8
,
2
0
1
1
.
[9
]
M
.
S
tew
a
rd
,
J.
P
u
r
d
y
,
N.
Ke
n
n
e
d
y
,
a
n
d
A
Bu
rn
s,
“
A
n
in
ter
p
ro
f
e
ss
io
n
a
l
a
p
p
ro
a
c
h
to
im
p
ro
v
in
g
p
a
e
d
iatric
m
e
d
ica
ti
o
n
sa
f
e
t
y
,
”
BM
C
M
e
d
.
Ed
u
c
.
,
v
o
l.
1
0
,
n
o
.
1
1
,
2
0
1
0
.
[1
0
]
J.
Riv
a
,
J.
L
a
m
,
E.
S
tan
f
o
rd
,
A
.
M
o
o
re
,
A
.
En
d
ico
tt
,
a
n
d
IE
Kr
a
wc
h
e
n
k
o
,
“
In
terp
r
o
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
th
r
o
u
g
h
sh
a
d
o
w
in
g
e
x
p
e
rien
c
e
s i
n
m
u
lt
i
-
d
isc
ip
li
n
a
ry
c
li
n
ica
l
se
tt
in
g
,
”
Ch
iro
p
ra
c
ti
c
e
Os
teo
p
a
t.
,
v
o
l.
1
8
,
n
o
.
3
1
,
2
0
1
0
.
[1
1
]
H.
Kh
a
li
li
,
H.
Ha
rriso
n
,
L
.
Ra
n
ieri,
a
n
d
K
Ka
tsa
d
e
m
a
s,
“
T
h
e
a
p
p
li
c
a
ti
o
n
o
f
c
li
n
ica
l
sim
u
latio
n
p
ra
c
ti
c
e
to
im
p
ro
v
e
in
terp
r
o
f
e
ss
io
n
a
l
c
o
ll
a
b
o
ra
ti
o
n
i
n
re
a
l
li
f
e
p
ro
fe
ss
i
o
n
a
l
p
ra
c
ti
c
e
,
”
in
Al
l
to
g
e
t
h
e
r
to
b
e
b
e
tt
e
r
h
e
a
lt
h
VII
In
ter
p
ro
fes
sio
n
a
l
Co
n
fer
e
n
c
e
,
2
0
1
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
6
6
0
-
664
664
[1
2
]
D.
Brid
g
e
s,
R.
Da
v
id
so
n
,
P
.
O
d
e
g
a
rd
,
I.
M
a
k
i,
a
n
d
J.
T
o
m
k
o
w
i
a
k
,
“
In
terp
ro
f
e
ss
io
n
a
l
c
o
ll
a
b
o
ra
ti
o
n
th
re
e
b
e
st
p
ra
c
ti
c
e
m
o
d
e
ls
in
i
n
terp
r
o
f
e
s
sio
n
a
l
e
d
u
c
a
ti
o
n
,
”
J
.
In
ter
p
r
o
f
.
Ca
re
,
v
o
l.
1
6
,
2
0
1
1
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
1
0
.
3
4
0
2
/m
e
o
.
v
1
6
i
0
.
6
0
3
5
[1
3
]
G
.
Nisb
e
t,
M
.
L
in
c
o
ln
,
a
n
d
S
.
Du
n
n
,
“
In
f
o
rm
a
l
in
terp
ro
f
e
ss
io
n
a
l
lea
rn
in
g
:
a
n
u
n
tap
p
e
d
o
p
p
o
r
tu
n
it
y
fo
r
lea
rn
in
g
a
n
d
c
h
a
n
g
e
w
it
h
in
th
e
w
o
rk
p
lac
e
,
”
J
.
In
ter
p
ro
f.
Ca
re
,
v
o
l
.
7
,
n
o
.
6
,
p
p
.
469
-
4
7
5
,
2
0
1
3
.
[1
4
]
K.
S
tev
e
n
,
e
t
a
l.
,
“
T
o
w
a
rd
in
terp
ro
f
e
ss
io
n
a
l
lea
rn
in
g
a
n
d
e
d
u
c
a
ti
o
n
:
M
a
p
p
in
g
c
o
m
m
o
n
o
u
tco
m
e
s
fo
r
p
re
q
u
a
l
ify
in
g
h
e
a
lt
h
c
a
re
p
ro
f
e
ss
io
n
a
l
p
r
o
g
ra
m
s in
t
h
e
Un
it
e
d
Kin
g
d
o
m
,
”
M
e
d
.
T
e
a
c
h
.
,
v
o
l.
3
9
,
n
o
.
7
,
p
p
.
7
2
0
–
7
4
4
,
2
0
1
7
.
[1
5
]
J.
E.
T
h
istl
e
th
w
a
it
e
a
n
d
M
M
o
ra
n
,
“
L
e
a
rn
in
g
o
u
tco
m
e
s
f
o
r
in
terp
ro
f
e
s
sio
n
a
l
e
d
u
c
a
ti
o
n
(I
P
E):
L
it
e
ra
tu
re
re
v
ie
w
a
n
d
s
y
n
th
e
sis
,
”
J
.
In
ter
p
ro
f.
Ca
re
,
v
o
l
.
2
4
,
n
o
.
5
,
p
p
.
5
0
3
–
5
1
3
,
2
0
1
0
.
[1
6
]
V
.
Bra
sh
e
rs,
J.
Ha
izlip
,
a
n
d
J.
A
.
O
w
e
n
,
“
T
h
e
A
S
P
IRE
M
o
d
e
l:
G
ro
u
n
d
in
g
th
e
I
P
EC
c
o
re
c
o
m
p
e
ten
c
ies
f
o
r
in
terp
r
o
f
e
ss
io
n
a
l
c
o
ll
a
b
o
ra
ti
v
e
p
ra
c
ti
c
e
w
it
h
in
a
f
o
u
n
d
a
ti
o
n
a
l
f
ra
m
e
w
o
rk
,
”
J
.
In
ter
p
ro
f
.
C
a
re
,
v
o
l.
3
4
,
n
o
.
1
,
p
p
.
1
2
8
–
1
3
2
,
2
0
2
0
.
[1
7
]
K.
C.
P
o
ll
a
r
d
a
n
d
M
.
E.
M
iers
,
“
F
ro
m
stu
d
e
n
ts
to
p
r
o
f
e
ss
io
n
a
ls:
Re
su
lt
s
o
f
a
lo
n
g
it
u
d
i
n
a
l
stu
d
y
o
f
a
tt
it
u
d
e
s
t
o
p
re
-
q
u
a
li
f
y
in
g
c
o
ll
a
b
o
ra
ti
v
e
lea
rn
in
g
a
n
d
w
o
rk
in
g
i
n
h
e
a
lt
h
a
n
d
s
o
c
ial
c
a
re
in
th
e
Un
i
ted
Ki
n
g
d
o
m
,
”
J
.
I
n
ter
p
ro
f
.
Ca
re
,
v
o
l.
2
2
,
n
o
.
4
,
p
p
.
3
9
9
–
4
1
6
,
2
0
0
8
.
[1
8
]
C
A
r
e
n
so
n
,
“
A
tt
it
u
d
e
s
o
f
stu
d
e
n
ts
in
m
e
d
icin
e
,
n
u
rsin
g
,
o
c
c
u
p
a
ti
o
n
th
e
ra
p
y
a
n
d
p
h
y
sic
a
l
t
h
e
ra
p
y
to
w
a
rd
s
in
terp
r
o
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
,
”
J
.
Al
li
e
d
He
a
lt
h
,
v
o
l
.
3
8
,
no
.
4
,
p
p
.
1
9
6
–
2
0
0
,
2
0
0
9
.
[1
9
]
D.
K.
Er
n
a
w
a
ti
,
Y.
P
.
L
e
e
,
a
n
d
J.
Hu
g
h
e
s,
“
I
n
d
o
n
e
sia
n
st
u
d
e
n
t
s’
p
a
rti
c
ip
a
ti
o
n
in
a
n
i
n
terp
r
o
f
e
s
sio
n
a
l
lea
rn
i
n
g
w
o
rk
sh
o
p
,
”
J
.
In
ter
p
r
o
f.
C
a
re
,
v
o
l.
2
9
,
n
o
.
4
,
p
p
.
3
9
8
-
4
0
0
,
2
0
1
5
.
[2
0
]
S
.
Y.
G
u
ra
y
a
a
n
d
H.
Ba
rr,
“
T
h
e
e
ff
e
c
ti
v
e
n
e
ss
o
f
in
terp
ro
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
i
n
h
e
a
lt
h
c
a
re
:
A
sy
st
e
m
a
ti
c
re
v
iew
a
n
d
m
e
ta
-
a
n
a
l
y
sis,”
Ka
o
h
siu
n
g
J
o
u
rn
a
l
o
f
M
e
d
ica
l
S
c
ien
c
e
s
,
v
o
l.
3
4
,
n
o
.
3
.
p
p
.
1
6
0
–
1
6
5
,
2
0
1
8
.
[2
1
]
A
.
L
.
D
y
e
ss
,
J.
S
.
Br
o
w
n
,
N.
D.
Bro
w
n
,
K.
M
.
F
lau
tt
,
a
n
d
L
.
J.
B
a
rn
e
s,
“
Im
p
a
c
t
o
f
in
terp
ro
f
e
ss
io
n
a
l
e
d
u
c
a
ti
o
n
o
n
stu
d
e
n
ts
o
f
th
e
h
e
a
lt
h
p
r
o
f
e
ss
io
n
s: a sy
ste
m
a
ti
c
re
v
ie
w
,
”
J
.
Ed
u
c
.
Eva
l.
He
a
l
th
Pr
o
f.
,
v
o
l.
1
6
,
p
.
3
3
,
2
0
1
9
.
[2
2
]
A
.
M
a
n
g
g
a
la,
T
.
P
ra
m
it
a
su
ri,
a
n
d
N.
S
u
tars
a
,
“
Ov
e
rv
ie
w
in
g
th
e
Im
p
lem
e
n
tatio
n
a
n
d
A
ss
e
ss
in
g
S
tu
d
e
n
ts
P
e
rc
e
p
ti
o
n
Re
g
a
rd
in
g
In
terp
ro
f
e
ss
io
n
a
l
Ed
u
c
a
ti
o
n
in
F
a
c
u
l
ty
o
f
M
e
d
icin
e
,
Ud
a
y
a
n
a
Un
iv
e
rsit
y
,
D
e
n
p
a
sa
r,
Ba
li
,
In
d
o
n
e
sia
,
”
Ad
v
.
S
c
i
.
L
e
tt
.
,
v
o
l.
2
4
,
n
o
.
9
,
p
p
.
6
7
7
0
–
6
7
7
3
,
2
0
1
8
.
[2
3
]
C.
C.
S
c
h
m
it
z
a
n
d
M
.
J.
C
u
ll
e
n
,
Eva
lu
a
ti
o
n
g
in
ter
p
r
o
fes
sio
n
a
l
e
d
u
c
a
ti
o
n
a
n
d
c
o
ll
a
b
o
ra
ti
v
e
p
r
a
c
ti
c
e
:
W
h
a
t
sh
o
u
ld
I
c
o
n
sid
e
r wh
e
n
se
lec
ti
n
g
a
me
a
s
u
re
me
n
t
to
o
l
?
T
w
in
Cit
ies
:
Re
g
e
n
ts o
f
th
e
Un
iv
e
rsity
o
f
M
in
n
e
so
ta,
2
0
1
5
.
[2
4
]
C.
C.
S
c
h
m
it
z
,
e
t
a
l.
,
“
T
h
e
In
terp
ro
f
e
ss
io
n
a
l
Co
ll
a
b
o
ra
ti
v
e
Co
m
p
e
ten
c
y
A
tt
a
i
n
m
e
n
t
S
u
rv
e
y
(ICC
A
S
):
A
re
p
li
c
a
ti
o
n
v
a
li
d
a
ti
o
n
st
u
d
y
,
”
J
.
In
ter
p
ro
f
.
Ca
re
,
v
o
l.
31
,
n
o
.
1
,
p
p
.
28
-
34
,
2
0
1
7
.
[2
5
]
D.
A
rc
h
ib
a
ld
,
D.
T
ru
m
p
o
w
e
r,
a
n
d
C.
J.
M
a
c
d
o
n
a
ld
,
“
V
a
li
d
a
ti
o
n
o
f
th
e
in
ter
p
ro
f
e
ss
i
o
n
a
l
c
o
ll
a
b
o
ra
ti
v
e
c
o
m
p
e
ten
c
y
a
tt
a
in
m
e
n
t
su
rv
e
y
(ICC
A
S
),
”
J
.
In
ter
p
ro
f.
Ca
re
,
v
o
l
.
2
8
,
n
o
.
6
,
p
p
.
1
–
6
,
2
0
1
4
.
[2
6
]
In
terp
ro
f
e
ss
io
n
a
l
Ed
u
c
a
ti
o
n
C
o
ll
a
b
o
ra
ti
v
e
,
“
Co
re
Co
m
p
e
ten
c
ies
f
o
r
In
ter
p
ro
f
e
ss
io
n
a
l
C
o
ll
a
b
o
ra
ti
v
e
P
ra
c
ti
c
e
:
2
0
1
6
Up
d
a
te,”
W
a
sh
in
g
to
n
DC,
2
0
1
6
.
[2
7
]
Ca
n
a
d
ian
I
n
terp
r
o
f
e
ss
io
n
a
l
He
a
lt
h
C
o
ll
a
b
o
ra
ti
v
e
,
A
Na
t
io
n
a
l
In
ter
p
ro
fes
sio
n
a
l
Co
mp
e
ten
c
y
Fra
m
e
wo
rk
,
v
o
l.
3
5
,
2
0
1
0
.
[2
8
]
Bil
a
l,
S
.
Y.
G
u
ra
y
a
,
a
n
d
S
.
C
h
e
n
,
“
T
h
e
im
p
a
c
t
a
n
d
e
ff
e
c
ti
v
e
n
e
ss
o
f
f
a
c
u
lt
y
d
e
v
e
lo
p
m
e
n
t
p
ro
g
ra
m
in
f
o
ste
rin
g
th
e
f
a
c
u
lt
y
’s
k
n
o
w
l
e
d
g
e
,
sk
il
ls,
a
n
d
p
ro
f
e
ss
io
n
a
l
c
o
m
p
e
ten
c
e
:
A
sy
ste
m
a
ti
c
re
v
ie
w
a
n
d
m
e
ta
-
a
n
a
l
y
sis,”
S
a
u
d
i
J
.
Bi
o
l.
S
c
i.
,
v
o
l
.
2
6
,
n
o
.
4
,
p
p
.
6
8
8
–
6
9
7
,
2
0
1
9
.
[2
9
]
M
.
H.
A
l
-
S
h
e
ik
h
,
“
In
terp
ro
f
e
ss
io
n
a
l
f
a
c
u
lt
y
d
e
v
e
lo
p
m
e
n
t
p
ro
g
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