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G
Ds
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tran
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d
a
n
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a
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n
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las
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k
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wle
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g
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teg
ra
ti
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n
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c
rit
ica
l
th
in
k
in
g
,
a
n
d
p
e
e
r
tea
c
h
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g
.
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sp
it
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it
s
b
e
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fit
s,
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ts
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te
d
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ll
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ry
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p
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y
n
a
m
ics
,
su
b
jec
ti
v
e
p
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e
r
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v
a
l
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a
ti
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n
s,
a
n
d
lo
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a
l
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stra
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ts
li
k
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v
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t
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fi
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n
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n
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ti
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a
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to
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ti
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su
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g
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rm
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m
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p
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ls.
K
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w
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s
:
An
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Mix
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s
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CC B
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C
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Ast
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Dep
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tm
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Me
d
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d
u
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Facu
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Me
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Has
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Un
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u
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u
n
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as.a
c.
id
1.
I
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RO
D
UCT
I
O
N
E
ar
ly
clin
ical
ex
p
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s
u
r
e
,
in
teg
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atio
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o
f
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asic a
n
d
clin
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s
cie
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ce
s
,
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d
s
tu
d
en
t
-
ce
n
ter
ed
lea
r
n
in
g
h
a
v
e
ch
ar
ac
ter
ized
m
ed
ical
ed
u
ca
ti
o
n
cu
r
r
icu
lu
m
im
p
r
o
v
em
e
n
ts
in
r
ec
en
t
d
ec
ad
es
[
1
]
.
W
h
ile
th
ese
im
p
r
o
v
em
e
n
ts
h
av
e
im
p
r
o
v
ed
m
an
y
elem
en
ts
o
f
m
ed
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tr
ain
in
g
,
th
e
y
h
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also
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ed
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ce
d
tim
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f
o
r
c
o
r
e
d
is
cip
lin
es
lik
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an
ato
m
y
[
1
]
.
T
h
is
ten
d
e
n
cy
wo
r
r
ies
ed
u
ca
to
r
s
an
d
clin
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s
s
in
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lo
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ato
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k
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is
lin
k
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r
o
r
s
,
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s
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ical
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lan
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in
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,
a
n
d
d
iag
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tic
in
s
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ity
[
2
]
,
[
3
]
.
T
r
ad
itio
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al
an
at
o
m
y
lectu
r
es
co
n
tain
a
lo
t
o
f
m
ate
r
ial
in
a
s
h
o
r
t
tim
e
[
4
]
,
[
5
]
.
L
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p
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en
co
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r
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g
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p
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lear
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in
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d
d
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late
s
tu
d
en
ts
’
co
g
n
itiv
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p
r
o
ce
s
s
es
[
4
]
,
[
6
]
.
T
h
eir
in
a
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eq
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ate
ap
p
licatio
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,
in
teg
r
atio
n
,
an
d
r
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o
f
k
n
o
wled
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h
i
n
d
er
s
th
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d
ev
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p
m
en
t
o
f
p
r
o
f
ess
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ab
ilit
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in
clu
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in
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team
wo
r
k
,
c
o
m
m
u
n
icatio
n
,
an
d
cr
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th
in
k
in
g
[
6
]
.
Me
d
ical
ed
u
ca
to
r
s
ar
e
ex
p
lo
r
in
g
ac
tiv
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lear
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in
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m
eth
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g
ies,
in
clu
d
in
g
team
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b
ased
lear
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in
g
(
T
B
L
)
,
to
ad
d
r
ess
th
ese
p
r
o
b
lem
s
[
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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is
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8
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[
9
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.
T
h
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in
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ac
tiv
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,
o
p
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at
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r
eten
tio
n
,
cr
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th
in
k
in
g
,
an
d
team
w
o
r
k
[
8
]
.
Dy
n
am
ic
v
is
u
als,
r
ea
l
-
tim
e
co
llab
o
r
atio
n
,
a
n
d
s
im
u
lated
clin
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s
itu
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n
s
ca
n
b
o
o
s
t stu
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en
t e
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ag
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n
d
k
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wled
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e
in
a
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lear
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in
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m
o
d
els lik
e
T
B
L
[
8
]
,
[
1
0
]
.
T
B
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im
p
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o
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tu
d
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en
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en
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lear
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b
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r
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s
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co
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lled
,
co
llab
o
r
ativ
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lear
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in
g
an
d
tea
ch
in
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[
8
]
.
Stu
d
en
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p
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a
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p
ly
k
n
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ce
n
ter
ed
lear
n
i
n
g
[
7
]
,
[
1
1
]
.
T
r
ad
itio
n
al
T
B
L
s
ess
io
n
s
h
av
e
f
o
u
r
m
ain
co
m
p
o
n
e
n
ts
,
n
am
ely
:
i
)
p
r
ep
ar
atio
n
,
wh
er
e
s
tu
d
en
ts
s
tu
d
y
ass
ig
n
ed
m
ater
ials
b
ef
o
r
e
class
;
ii
)
r
ea
d
in
ess
ass
u
r
an
ce
test
in
g
(
R
AT
)
,
wh
ich
in
clu
d
es
in
d
iv
id
u
al
an
d
te
am
test
s
to
en
s
u
r
e
co
r
e
co
n
c
ep
t
u
n
d
er
s
tan
d
i
n
g
;
iii
)
ap
p
licatio
n
ex
er
cises
,
wh
e
r
e
team
s
s
o
lv
e
co
m
p
lex
,
clin
i
ca
lly
r
elev
an
t
p
r
o
b
lem
s
;
an
d
iv
)
p
ee
r
e
v
alu
atio
n
,
wh
ich
p
r
o
m
o
tes ac
co
u
n
tab
ilit
y
an
d
r
ef
lectio
n
o
n
team
c
o
n
tr
ib
u
tio
n
s
[
1
2
]
,
[
1
3
]
.
Per
m
an
en
t
team
s
,
s
er
io
u
s
p
r
o
b
lem
s
,
th
e
s
am
e
p
r
o
b
lem
f
o
r
all
team
s
,
an
d
s
im
u
ltan
eo
u
s
r
ep
o
r
tin
g
ar
e
T
B
L
f
u
n
d
am
en
tals
.
T
h
ese
asp
ec
ts
p
r
o
m
o
te
co
o
p
er
atio
n
,
ac
c
o
u
n
tab
ilit
y
,
an
d
h
ig
h
-
lev
el
co
g
n
itiv
e
en
g
a
g
em
en
t
wh
ile
allo
win
g
teac
h
er
s
to
t
est
lear
n
in
g
an
d
p
r
o
v
id
e
q
u
i
ck
f
ee
d
b
ac
k
[
7
]
–
[
1
2
]
.
T
B
L
im
p
r
o
v
es
ac
a
d
em
ic
ac
h
iev
em
en
t,
s
tu
d
e
n
t m
o
tiv
ati
o
n
,
co
m
m
u
n
icatio
n
an
d
co
o
p
e
r
atio
n
ab
ilit
ies,
an
d
lear
n
er
s
atis
f
ac
tio
n
[
1
4
]
,
[
1
5
]
.
Desp
ite
r
is
in
g
ev
id
en
ce
o
f
T
B
L
’
s
b
en
ef
its
in
m
ed
ical
e
d
u
ca
t
io
n
,
its
u
s
e
in
an
ato
m
y
i
n
s
tr
u
c
tio
n
—
p
ar
ticu
lar
ly
m
u
s
cu
lo
s
k
eleta
l
an
ato
m
y
—
is
u
n
d
er
e
x
p
lo
r
e
d
.
T
B
L
was
co
m
p
ar
ed
t
o
lectu
r
e
-
b
ased
m
eth
o
d
s
f
o
r
teac
h
i
n
g
m
u
s
cu
lo
s
k
eleta
l
an
ato
m
y
in
t
h
is
s
tu
d
y
.
I
t
e
x
am
in
ed
s
tu
d
en
t
p
er
f
o
r
m
an
ce
an
d
p
er
ce
p
tio
n
s
o
f
T
B
L
’
s
p
r
o
s
an
d
co
n
s
in
a
n
ato
m
y
teac
h
in
g
.
Un
d
er
s
tan
d
in
g
h
o
w
T
B
L
af
f
ec
ts
lear
n
in
g
i
n
th
is
c
o
r
e
s
u
b
ject
c
an
r
ev
ea
l
its
ab
ilit
y
to
im
p
r
o
v
e
an
ato
m
ical
k
n
o
wle
d
g
e,
ab
ilit
ies,
an
d
attitu
d
es n
e
ed
ed
f
o
r
s
u
cc
ess
f
u
l m
ed
ical
p
r
ac
tice.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
co
n
tex
t
an
d
d
esig
n
.
Un
lik
e
p
r
ev
io
u
s
r
esear
ch
,
th
is
s
tu
d
y
im
p
lem
en
ted
a
m
ix
ed
-
m
eth
o
d
s
cr
o
s
s
o
v
er
d
esig
n
to
d
ir
ec
tly
co
m
p
ar
e
T
B
L
an
d
tr
a
d
itio
n
al
lectu
r
es
with
in
th
e
s
am
e
co
h
o
r
t,
wh
ich
e
n
s
u
r
ed
e
ac
h
s
tu
d
en
t
ex
p
er
ie
n
ce
d
b
o
th
m
eth
o
d
s
.
T
h
is
s
tu
d
y
also
ex
a
m
in
ed
T
B
L
in
th
e
s
p
ec
if
ic
co
n
tex
t
o
f
m
u
s
cu
lo
s
k
eleta
l
an
ato
m
y
–
an
ar
ea
o
f
an
a
to
m
y
ed
u
c
atio
n
wh
er
e
ac
tiv
e
l
ea
r
n
in
g
a
p
p
r
o
a
ch
es
h
av
e
b
ee
n
s
ca
r
ce
ly
s
tu
d
ie
d
.
B
y
in
teg
r
atin
g
q
u
a
n
titativ
e
p
er
f
o
r
m
a
n
ce
d
ata
with
q
u
alita
tiv
e
in
s
ig
h
ts
f
r
o
m
s
tu
d
en
ts
,
th
is
s
tu
d
y
p
r
o
v
id
es
a
co
m
p
r
eh
e
n
s
iv
e
ev
al
u
atio
n
o
f
T
B
L
’
s
im
p
ac
t
o
n
a
n
ato
m
y
lear
n
i
n
g
.
T
h
is
ap
p
r
o
ac
h
o
f
f
er
s
n
ew
ev
id
e
n
ce
o
n
h
o
w
T
B
L
b
en
e
f
its
n
o
t
o
n
l
y
im
m
ed
iate
test
p
er
f
o
r
m
an
ce
b
u
t
also
in
f
lu
e
n
ce
s
s
tu
d
en
t
en
g
ag
e
m
en
t,
team
w
o
r
k
,
a
n
d
p
e
r
ce
p
tio
n
s
o
f
clin
ical
r
elev
an
ce
in
a
n
an
ato
m
y
co
u
r
s
e,
th
er
eb
y
ad
d
r
ess
in
g
a
g
a
p
in
th
e
liter
atu
r
e
o
n
s
u
s
tain
ab
le
ac
tiv
e
lear
n
i
n
g
p
r
ac
tices in
a
n
ato
m
y
e
d
u
ca
tio
n
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
ix
ed
-
m
eth
o
d
s
d
esig
n
to
co
m
p
ar
e
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
T
B
L
a
n
d
l
ec
tu
r
es
in
teac
h
in
g
m
u
s
cu
lo
s
k
eleta
l
an
at
o
m
y
an
d
t
o
ex
p
lo
r
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
b
o
th
m
et
h
o
d
s
.
A
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
was
ch
o
s
en
to
allo
w
tr
ian
g
u
latio
n
o
f
d
ata,
e
n
h
an
cin
g
th
e
tr
u
s
two
r
th
in
ess
o
f
f
in
d
in
g
s
th
r
o
u
g
h
m
eth
o
d
o
l
o
g
ical
an
d
d
ata
-
s
o
u
r
ce
in
teg
r
atio
n
[
3
]
.
2
.
1
.
Q
ua
ntit
a
t
iv
e
c
o
m
po
nen
t
T
h
e
q
u
an
titativ
e
asp
ec
t
aim
ed
to
ass
es
s
d
if
f
er
en
ce
s
in
s
tu
d
en
t
p
er
f
o
r
m
an
ce
u
n
d
er
T
B
L
an
d
lectu
r
e
-
b
ased
in
s
tr
u
ctio
n
.
A
t
o
tal
s
am
p
lin
g
a
p
p
r
o
ac
h
was
u
s
ed
,
i
n
v
o
lv
in
g
2
6
7
s
ec
o
n
d
-
y
ea
r
m
e
d
ical
s
tu
d
en
ts
at
t
h
e
Facu
lty
o
f
Me
d
icin
e
,
Hasan
u
d
d
in
U
n
iv
er
s
ity
.
Stu
d
e
n
ts
wer
e
d
iv
id
ed
in
to
two
g
r
o
u
p
s
b
ased
o
n
class
ass
ig
n
m
en
t
u
s
in
g
a
cr
o
s
s
o
v
er
d
esig
n
.
Gr
o
u
p
1
r
ec
eiv
ed
lec
tu
r
es
f
o
r
to
p
ic
1
(
u
p
p
er
ex
tr
e
m
ity
)
an
d
T
B
L
f
o
r
to
p
ic
2
(
lo
wer
e
x
tr
em
ity
)
,
w
h
ile
Gr
o
u
p
2
e
x
p
er
ien
ce
d
th
e
r
e
v
er
s
e
,
as
s
ee
n
in
Fig
u
r
e
1
.
Stu
d
en
ts
wer
e
f
u
r
th
er
s
tr
atif
ied
in
to
s
m
all
g
r
o
u
p
s
b
y
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
an
d
g
en
d
er
.
Stu
d
e
n
t
p
er
f
o
r
m
a
n
ce
w
as
m
ea
s
u
r
ed
u
s
in
g
eq
u
iv
alen
t
p
r
e
-
test
s
an
d
p
o
s
t
-
t
ests
f
o
r
ea
ch
to
p
ic.
W
ith
in
-
g
r
o
u
p
c
o
m
p
ar
is
o
n
s
(
p
r
e
-
v
s
.
p
o
s
t
-
test
im
p
r
o
v
em
en
t)
an
d
b
etwe
en
-
m
eth
o
d
co
m
p
ar
i
s
o
n
s
(
T
B
L
v
s
.
lectu
r
e
p
o
s
t
-
te
s
t
s
co
r
es)
wer
e
co
n
d
u
cte
d
u
s
in
g
p
air
ed
-
s
am
p
le
t
-
test
s
in
SP
SS
v
er
s
io
n
1
6
.
0
(
I
B
M
C
o
r
p
.
)
,
with
s
ig
n
if
ican
ce
s
et
at
p
<.
0
5
.
2
.
2
.
Student
perc
ept
io
n su
rv
ey
T
o
g
ath
er
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
,
a
3
0
-
item
q
u
esti
o
n
n
air
e
c
o
m
b
in
in
g
L
ik
er
t
-
s
ca
le
item
s
an
d
o
p
en
-
en
d
ed
q
u
esti
o
n
s
was
ad
m
in
is
ter
ed
af
te
r
th
e
teac
h
in
g
s
ess
io
n
s
.
T
h
e
q
u
esti
o
n
n
air
e’
s
v
alid
ity
was
ass
ess
ed
b
y
item
-
to
tal
Pear
s
o
n
co
r
r
elatio
n
,
an
d
its
r
eliab
ilit
y
b
y
C
r
o
n
b
ac
h
’
s
alp
h
a.
C
r
o
n
b
ac
h
’
s
alp
h
a
w
as
.
7
3
0
,
in
d
icatin
g
ac
ce
p
tab
le
in
ter
n
al
co
n
s
is
ten
cy
.
Giv
en
th
e
s
am
p
le
s
ize
o
f
2
3
8
co
m
p
lete
r
esp
o
n
s
es,
th
e
m
in
im
u
m
Pear
s
o
n
r
f
o
r
s
ig
n
if
ican
ce
at
th
e
.
0
5
lev
el
was
ap
p
r
o
x
im
ately
.
1
2
6
.
O
u
t
o
f
3
0
item
s
,
2
9
m
et
th
is
cr
iter
io
n
f
o
r
v
alid
ity
;
o
n
ly
o
n
e
item
(
Q8
)
h
ad
a
lo
w
er
co
r
r
elatio
n
with
t
h
e
to
tal
s
co
r
e
(
r
=.
1
2
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)
an
d
was
co
n
s
id
er
ed
in
v
alid
,
s
o
it
was
ex
clu
d
ed
f
r
o
m
a
n
aly
s
is
.
T
ab
le
1
p
r
esen
ts
th
e
Pear
s
o
n
co
r
r
el
atio
n
r
esu
lts
f
o
r
ea
ch
item
.
D
escr
ip
tiv
e
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tatis
tic
s
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p
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tag
es o
f
r
esp
o
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wer
e
u
s
ed
to
s
u
m
m
a
r
ize
th
e
s
u
r
v
ey
r
esu
lts
.
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
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
9
4
8
-
4
9
5
6
4950
Fig
u
r
e
1
.
T
h
e
r
esear
ch
p
h
ases
T
ab
le
1
.
Per
s
o
n
c
o
r
r
elatio
n
an
aly
s
is
o
f
q
u
esti
o
n
n
air
e
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s
Q
u
e
st
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o
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m
b
e
r
P
e
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r
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n
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o
r
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t
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o
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Q1
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5
2
6
**
Q2
.
5
2
6
**
Q3
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4
6
3
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0
4
.
5
3
6
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Q
0
5
.
6
1
0
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0
6
.
2
5
6
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0
7
-
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2
1
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8
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1
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Q
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4
5
5
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1
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.
5
1
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**
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1
1
.
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8
2
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Q
1
2
.
5
8
6
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1
3
.
5
9
7
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Q
1
4
.
5
6
0
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Q
1
5
.
4
9
9
**
Q
1
6
.
4
1
4
**
Q
1
7
.
6
4
1
**
Q
1
8
.
5
4
8
**
Q
1
9
.
6
3
9
**
Q
2
0
.
5
6
7
**
Q
2
1
.
6
6
0
**
Q
2
2
.
6
6
8
**
Q
2
3
.
5
8
8
**
Q
2
4
.
6
0
0
**
Q
2
5
.
4
3
3
**
Q
2
6
.
1
2
7
Q
2
7
.
3
6
7
**
Q
2
8
-
.
1
2
6
Q
2
9
.
4
7
3
**
Q
3
0
.
5
7
7
**
*
*
si
g
n
sh
o
w
s
t
r
o
n
g
c
o
r
r
e
l
a
t
i
o
n
(
p
o
s
i
t
i
v
e
o
r
n
e
g
a
t
i
v
e
)
2
.
3
.
Q
ua
lit
a
t
iv
e
c
o
m
po
nent
T
h
e
q
u
alitativ
e
co
m
p
o
n
en
t
a
im
ed
to
ex
p
lo
r
e
s
tu
d
e
n
ts
’
ex
p
er
ien
ce
s
with
T
B
L
in
g
r
e
ater
d
ep
th
.
A
p
h
en
o
m
e
n
o
lo
g
ical
ap
p
r
o
ac
h
was
ad
o
p
ted
to
ca
p
tu
r
e
th
e
liv
ed
ex
p
er
ie
n
ce
s
o
f
lear
n
er
s
,
g
r
o
u
n
d
ed
i
n
a
co
n
s
tr
u
ctiv
is
t
p
ar
ad
ig
m
th
at
v
iews
k
n
o
wled
g
e
as
co
-
co
n
s
tr
u
cted
th
r
o
u
g
h
in
ter
ac
tio
n
a
n
d
r
ef
lectio
n
[
1
6
]
.
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
Tea
m
u
p
fo
r
b
etter lea
r
n
in
g
:
e
va
lu
a
tin
g
te
a
m
-
b
a
s
ed
le
a
r
n
in
g
in
a
n
a
t
o
my
ed
u
c
a
tio
n
(
A
s
ty
A
ma
lia
N
u
r
h
a
d
i
)
4951
Qu
alitativ
e
d
ata
wer
e
co
llected
th
r
o
u
g
h
o
p
en
-
e
n
d
ed
r
esp
o
n
s
es
o
n
th
e
s
u
r
v
ey
an
d
th
r
ee
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
(
FGDs
)
,
ea
ch
co
m
p
r
is
in
g
1
0
p
ar
ticip
an
ts
s
elec
te
d
v
ia
v
o
l
u
n
tar
y
r
esp
o
n
s
e
an
d
s
u
b
s
eq
u
en
t
r
an
d
o
m
s
am
p
lin
g
f
r
o
m
th
o
s
e
wh
o
v
o
l
u
n
teer
ed
.
All
FGDs
wer
e
au
d
io
-
an
d
v
id
eo
-
r
ec
o
r
d
ed
,
with
tr
an
s
cr
ip
ts
p
r
o
d
u
ce
d
v
er
b
atim
.
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
an
al
y
s
is
f
o
llo
win
g
B
r
au
n
an
d
C
lar
k
e
[
1
7
]
s
ix
-
p
h
ase
f
r
am
ewo
r
k
:
f
am
iliar
izatio
n
,
in
itial
co
d
in
g
,
th
em
e
d
ev
elo
p
m
en
t,
r
ev
iew,
d
ef
in
itio
n
,
a
n
d
f
in
al
r
ep
o
r
tin
g
.
T
o
en
h
an
ce
tr
u
s
two
r
th
in
ess
,
we
m
o
n
ito
r
ed
d
ata
s
atu
r
atio
n
d
u
r
in
g
co
llectio
n
an
d
d
ete
r
m
in
ed
th
at
s
atu
r
atio
n
was
ac
h
iev
ed
wh
en
n
o
n
ew
th
em
es
em
er
g
ed
b
y
th
e
th
ir
d
FGD.
C
o
d
in
g
was
p
er
f
o
r
m
e
d
m
an
u
ally
u
s
in
g
a
co
lo
r
-
co
d
in
g
tech
n
iq
u
e.
T
wo
r
esear
ch
er
s
in
d
ep
e
n
d
en
tl
y
co
d
ed
t
h
e
tr
an
s
cr
ip
ts
to
im
p
r
o
v
e
r
eliab
ilit
y
;
d
is
cr
ep
an
cies
in
co
d
in
g
we
r
e
d
is
cu
s
s
ed
an
d
r
eso
lv
ed
co
llab
o
r
ativ
ely
u
n
til
co
n
s
en
s
u
s
was
r
ea
ch
ed
(
n
o
f
o
r
m
al
k
ap
p
a
s
tatis
tic
was
ca
lcu
late
d
)
.
T
h
e
m
es
wer
e
v
alid
ated
th
r
o
u
g
h
p
ee
r
d
eb
r
ief
in
g
s
ess
io
n
s
an
d
m
e
m
b
e
r
ch
ec
k
in
g
with
s
elec
ted
FGD
p
ar
ticip
an
ts
,
en
s
u
r
i
n
g
cr
e
d
ib
ilit
y
o
f
t
h
e
in
ter
p
r
etatio
n
s
.
W
e
m
ain
tain
ed
r
ef
lex
iv
ity
th
r
o
u
g
h
o
u
t,
ac
k
n
o
wled
g
in
g
th
e
r
esear
c
h
er
s
’
in
s
id
er
p
er
s
p
ec
tiv
es a
n
d
s
tr
iv
in
g
t
o
m
in
im
ize
p
o
te
n
tial
b
ias.
R
ep
r
esen
tativ
e
q
u
o
tes
f
o
r
ea
c
h
th
em
e
ar
e
p
r
o
v
id
e
d
(
with
p
ar
ticip
an
t
i
d
en
tifie
r
s
)
,
an
d
ad
d
itio
n
al
ex
am
p
les ar
e
av
ailab
le
in
T
ab
l
e
2
to
en
h
an
ce
tr
a
n
s
p
ar
en
cy
a
n
d
au
d
ita
b
ilit
y
.
T
ab
le
2
.
T
h
em
es a
n
d
s
am
p
le
q
u
o
tes f
r
o
m
T
B
L
s
tu
d
y
Th
e
m
e
S
a
mp
l
e
o
f
q
u
o
t
e
s
P
e
r
c
e
i
v
e
d
b
e
n
e
f
i
t
s
o
f
TB
L
“
I
l
e
a
r
n
t
t
o
u
n
d
e
rst
a
n
d
,
n
o
t
o
n
l
y
t
o
re
m
e
m
b
e
r
”
“
I
n
T
BL
,
w
e
e
x
p
l
a
i
n
e
d
,
w
e
l
i
s
t
e
n
e
d
t
o
o
t
h
e
rs
,
w
e
s
a
w
t
e
a
c
h
e
rs’
e
x
p
l
a
n
a
t
i
o
n
…
i
t
w
a
s mo
r
e
e
f
f
e
c
t
i
v
e
i
n
l
e
a
r
n
i
n
g
”
“
I
n
T
BL
,
I
f
i
n
a
l
l
y
k
n
e
w
t
h
e
r
e
l
a
t
i
o
n
o
f
a
n
a
t
o
m
y
s
t
ru
c
t
u
res
t
o
c
l
i
n
i
c
a
l
c
a
ses
”
“
T
BL e
n
c
o
u
ra
g
e
d
m
e
t
o
d
i
sc
u
ss
i
n
so
l
v
i
n
g
t
h
e
p
r
o
b
l
e
m
s
”
“
T
BL
p
ro
m
o
t
e
d
m
e
t
o
l
e
a
r
n
i
n
d
e
p
e
n
d
e
n
t
l
y
”
“
T
BL
g
e
n
e
r
a
t
e
d
m
y
i
n
t
e
n
t
i
o
n
t
o
l
e
a
rn
…”
O
b
st
a
c
l
e
s
t
o
l
e
a
r
n
i
n
g
i
n
T
B
L
“
T
h
e
r
e
w
a
s
o
n
e
p
e
rs
o
n
w
h
o
d
o
m
i
n
a
t
e
d
t
h
e
d
i
sc
u
ss
i
o
n
…
o
t
h
e
rs
f
e
l
t
re
l
u
c
t
a
n
t
t
o
j
o
i
n
”
“
Pe
e
r
a
ssessm
e
n
t
w
a
s
so
su
b
j
e
c
t
i
v
e
”
“
I
t
r
i
e
d
t
o
d
i
st
r
i
b
u
t
e
t
h
e
m
a
rks
e
v
e
n
l
y
”
“
T
h
e
t
i
m
e
p
r
o
v
i
d
e
d
f
o
r GR
AT w
a
s s
o
l
i
m
i
t
e
d
”
“
N
o
t
a
l
l
q
u
e
s
t
i
o
n
s
w
e
re
d
i
sc
u
sse
d
b
y
t
h
e
t
e
a
c
h
e
r
”
“
I
d
i
d
n
o
t
h
a
v
e
t
h
e
g
u
t
s
t
o
d
i
sc
u
ss
b
e
c
a
u
s
e
I
w
a
s a
f
r
a
i
d
t
o
b
e
w
ro
n
g
”
“
T
h
e
r
e
w
a
s
o
n
e
p
e
rs
o
n
w
h
o
d
o
m
i
n
a
t
e
d
t
h
e
d
i
sc
u
ss
i
o
n
,
a
n
d
h
e
w
a
s
t
h
e
sm
a
r
t
o
n
e
,
a
n
d
t
h
e
o
t
h
e
rs
f
e
l
t
r
e
l
u
c
t
a
n
t
t
o
j
o
i
n
t
h
e
d
i
sc
u
ss
i
o
n
”
C
o
m
p
a
r
i
so
n
t
o
l
e
c
t
u
r
e
“
L
e
c
t
u
r
e
w
a
s
b
o
r
i
n
g
a
n
d
m
a
d
e
m
e
s
l
e
e
p
y
”
“
I
n
l
e
c
t
u
re,
w
e
o
n
l
y
h
e
a
r
d
w
h
a
t
t
h
e
t
e
a
c
h
e
r
sa
i
d
.
We
d
i
d
n
o
t
h
a
v
e
t
i
m
e
t
o
d
i
scu
ss
”
“
T
BL w
a
s
n
i
c
e
si
n
c
e
t
h
e
c
o
n
c
e
p
t
w
a
s
n
o
t
l
i
k
e
l
e
c
t
u
re,
i
t
w
a
s
m
o
r
e
l
i
k
e
s
h
a
ri
n
g
w
i
t
h
t
h
e
e
x
p
e
rt
,
s
o
w
e
c
o
u
l
d
g
r
a
s
p
t
h
e
k
n
o
w
l
e
d
g
e
b
e
t
t
e
r
”
I
n
f
l
u
e
n
c
e
o
n
l
e
a
r
n
i
n
g
b
e
h
a
v
i
o
r
s
“
I
st
u
d
i
e
d
m
o
re
b
e
f
o
re
T
BL
b
e
c
a
u
se
o
f
t
h
e
I
RAT
”
“
I
l
e
a
r
n
t
b
e
f
o
re
T
BL
b
e
c
a
u
se
I
c
o
u
l
d
n
o
t
b
e
a
l
i
st
e
n
e
r,
I
w
o
u
l
d
b
e
e
m
b
a
rra
s
sed
i
f
I
j
u
s
t
k
e
e
p
s
i
l
e
n
t
”
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Co
m
pa
riso
n o
f
le
a
rning
o
utc
o
m
es bet
wee
n
t
ea
m
-
ba
s
ed
lea
rning
a
nd
lect
ure
A
to
tal
o
f
2
6
7
c
o
m
p
let
e
p
r
e
-
a
n
d
p
o
s
t
-
test
r
es
u
lt
p
a
ir
s
wer
e
a
n
al
y
ze
d
.
T
h
e
s
c
o
r
e
d
a
ta
m
et
th
e
ass
u
m
p
ti
o
n
o
f
n
o
r
m
al
d
is
tr
ib
u
ti
o
n
(
p
>
.
0
5
)
,
p
er
m
i
tti
n
g
t
h
e
u
s
e
o
f
p
a
r
am
et
r
ic
test
s
.
B
o
t
h
C
lass
A
(
T
B
L
th
e
n
l
ec
t
u
r
e
)
a
n
d
C
lass
B
(
l
e
ct
u
r
e
t
h
e
n
T
B
L
)
d
e
m
o
n
s
tr
at
ed
s
i
g
n
i
f
i
ca
n
t
s
c
o
r
e
i
m
p
r
o
v
e
m
e
n
ts
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
u
n
d
er
b
o
t
h
in
s
tr
u
c
ti
o
n
al
m
e
th
o
d
s
.
H
o
we
v
e
r
,
t
h
e
p
o
s
t
-
t
est
s
co
r
es
a
f
te
r
T
B
L
we
r
e
s
ig
n
i
f
i
ca
n
t
l
y
h
i
g
h
e
r
t
h
a
n
th
o
s
e
af
t
er
lec
tu
r
es
in
b
o
t
h
cl
ass
es
(
p
<.
0
0
1
)
.
I
n
C
lass
A
,
t
h
e
m
ea
n
p
o
s
t
-
tes
t
s
c
o
r
e
was
6
3
.
2
8
f
o
ll
o
win
g
T
B
L
v
s
.
4
9
.
9
2
f
o
ll
o
wi
n
g
th
e
le
ct
u
r
e;
i
n
C
lass
B
,
t
h
e
m
e
a
n
p
o
s
t
-
tes
t
was
6
5
.
1
6
a
f
te
r
T
B
L
v
s
.
5
9
.
5
3
a
f
t
er
t
h
e
le
ct
u
r
e
,
as
s
ee
n
i
n
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1
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,
[
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,
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1
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,
[
1
9
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.
T
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s
[
1
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–
[
2
1
]
.
T
ab
le
4
.
Descr
ip
tiv
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is
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t
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t
To
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l
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t
r
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l
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s
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g
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(
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Le
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v
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r
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n
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r
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y
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r
n
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n
g
84
15
1
I
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62
34
3
Th
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g
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t
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l
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n
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st
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n
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t
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p
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c
77
23
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r
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o
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t
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n
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sc
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ssi
o
n
p
r
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c
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ss
35
48
17
G
R
A
T
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l
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t
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se
91
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l
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l
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sc
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ss
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r
g
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p
77
21
2
C
l
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n
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c
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l
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s
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r
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se
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my
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r
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t
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n
l
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r
n
i
n
g
86
13
0
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l
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c
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l
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s
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a
s
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p
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t
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t
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p
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c
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t
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n
89
11
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TB
L
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l
t
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e
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n
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l
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n
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l
t
50
33
17
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v
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t
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n
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n
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c
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c
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se
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f
t
e
r
TB
L
73
24
3
TB
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g
a
v
e
me
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p
p
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t
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n
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t
y
t
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c
o
l
l
a
b
o
r
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t
e
w
i
t
h
o
t
h
e
r
s
80
20
0
TB
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m
p
r
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v
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my
d
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sc
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ss
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s
k
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66
31
2
TB
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n
c
r
e
a
se
my
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t
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v
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t
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n
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n
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r
n
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n
g
66
33
0
TB
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v
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m
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p
p
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t
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n
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77
22
1
TB
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d
e
me
l
e
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r
n
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n
g
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st
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n
d
84
16
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I
g
r
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d
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p
mem
b
e
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se
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r
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t
r
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b
u
t
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n
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n
d
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sc
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ssi
o
n
63
28
9
P
e
e
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a
ss
e
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t
ma
d
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me
d
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sc
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ss
mo
r
e
a
c
t
i
v
e
l
y
35
45
19
I
l
i
k
e
t
o
l
e
a
r
n
T
B
L
mo
r
e
t
h
a
n
l
e
c
t
u
r
e
48
44
8
TB
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s
h
o
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l
d
b
e
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m
p
l
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me
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t
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d
f
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r
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r
a
n
a
t
o
m
y
t
e
a
c
h
i
n
g
59
36
5
3
.
3
.
Dis
cus
s
io
n o
f
qu
a
lita
t
iv
e
f
ind
ing
s
T
h
e
q
u
alitativ
e
d
ata
o
f
f
er
ed
v
alu
ab
le
in
s
ig
h
t
in
to
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
an
d
p
er
ce
p
tio
n
s
o
f
T
B
L
in
m
u
s
cu
lo
s
k
eleta
l
an
ato
m
y
.
Ov
er
all,
s
tu
d
en
ts
r
ep
o
r
ted
th
at
T
B
L
p
r
o
v
id
ed
m
ea
n
in
g
f
u
l
ed
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c
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th
at
p
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o
m
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er
s
tan
d
in
g
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o
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ile
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ig
h
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h
tin
g
ar
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s
f
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im
p
r
o
v
em
e
n
t in
th
e
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m
p
lem
en
tatio
n
o
f
T
B
L
.
3
.
3
.
1
.
P
er
ce
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ed
bene
f
it
s
o
f
t
ea
m
-
ba
s
ed
lea
rning
Stu
d
en
ts
co
n
s
is
ten
tly
d
escr
i
b
ed
T
B
L
as
a
lear
n
in
g
s
tr
ateg
y
t
h
at
f
o
s
ter
ed
ac
tiv
e
lear
n
in
g
,
co
llab
o
r
atio
n
,
a
n
d
clin
ical
r
el
ev
an
ce
.
T
h
ey
p
r
aised
T
B
L
f
o
r
m
ak
in
g
an
ato
m
y
m
o
r
e
en
g
a
g
in
g
an
d
ea
s
ier
to
u
n
d
er
s
tan
d
th
r
o
u
g
h
team
d
is
cu
s
s
io
n
s
an
d
clin
ical
ca
s
e
s
ce
n
ar
io
s
.
T
h
ese
o
b
s
er
v
atio
n
s
ec
h
o
f
in
d
i
n
g
s
f
r
o
m
p
r
io
r
s
tu
d
ies
th
at
T
B
L
en
co
u
r
ag
es
cr
itical
th
in
k
in
g
,
p
ee
r
in
te
r
ac
tio
n
,
an
d
th
e
c
o
n
tex
tu
al
a
p
p
lic
atio
n
o
f
k
n
o
wled
g
e
[
2
2
]
–
[
2
5
]
.
As
o
n
e
s
tu
d
e
n
t
(
P4
-
2)
e
x
p
lain
ed
,
“
I
n
TBL,
w
e
ex
p
la
in
e
d
,
w
e
lis
ten
ed
t
o
o
th
ers
,
w
e
s
a
w
th
e
tea
ch
er
’
s
ex
p
la
n
a
tio
n
…
it
w
a
s
mo
r
e
effec
tive
in
lea
r
n
in
g
,
”
in
d
icatin
g
h
o
w
th
e
c
o
m
b
in
atio
n
o
f
p
ee
r
ex
p
lan
atio
n
a
n
d
in
s
tr
u
ct
o
r
f
ee
d
b
ac
k
in
T
B
L
en
h
an
ce
d
th
eir
l
ea
r
n
in
g
e
x
p
er
ien
ce
.
T
h
e
u
s
e
o
f
clin
ical
ca
s
es
was
p
ar
ticu
lar
ly
v
alu
ed
f
o
r
ad
d
i
n
g
r
elev
a
n
ce
an
d
p
o
ten
tially
i
m
p
r
o
v
i
n
g
r
eten
tio
n
:
“
I
n
TBL,
I
fin
a
lly
k
n
ew
th
e
r
ela
tio
n
o
f
a
n
a
to
my
s
tr
u
ctu
r
es
to
clin
ica
l
ca
s
es
”
(
P3
-
1
)
.
Fro
m
a
th
e
o
r
etica
l
p
e
r
s
p
ec
tiv
e,
th
ese
p
o
s
itiv
e
o
u
tco
m
es
alig
n
with
estab
lis
h
ed
lear
n
i
n
g
th
e
o
r
ies.
T
B
L
’
s
co
llab
o
r
ativ
e
en
v
ir
o
n
m
en
t
allo
ws
s
tu
d
en
ts
to
ac
tiv
ely
co
-
co
n
s
tr
u
ct
k
n
o
wled
g
e
th
r
o
u
g
h
s
o
cial
in
ter
ac
tio
n
—
b
y
ex
p
lai
n
in
g
c
o
n
ce
p
ts
t
o
p
ee
r
s
an
d
s
o
lv
in
g
p
r
o
b
lem
s
t
o
g
eth
er
,
th
e
y
s
ca
f
f
o
ld
ea
ch
o
th
er
’
s
u
n
d
er
s
tan
d
in
g
.
T
h
is
d
y
n
am
ic
is
co
n
s
is
ten
t
with
s
o
cio
-
co
n
s
tr
u
ctiv
is
t
p
r
in
cip
les,
wh
i
ch
p
o
s
it
th
at
in
ter
ac
tio
n
with
in
a
s
u
p
p
o
r
tiv
e
g
r
o
u
p
ca
n
s
i
g
n
if
ican
tly
e
n
h
an
ce
in
d
iv
id
u
al
lear
n
in
g
.
T
B
L
also
em
b
o
d
ies
k
ey
asp
ec
ts
o
f
a
d
u
lt
an
d
ex
p
er
ien
tial
lear
n
in
g
th
eo
r
ies
b
y
g
i
v
in
g
lear
n
er
s
au
to
n
o
m
y
an
d
s
itu
atin
g
lear
n
in
g
in
r
ea
l
-
wo
r
ld
co
n
tex
ts
[
2
6
]
,
[
2
7
]
.
I
n
o
u
r
s
tu
d
y
,
th
e
clin
ical
c
ase
ex
er
cises
p
r
o
v
id
ed
co
n
cr
ete
ex
p
er
ien
ce
s
th
at
r
eq
u
ir
e
d
s
tu
d
en
ts
to
ap
p
ly
th
eir
an
ato
m
ic
al
k
n
o
wled
g
e,
th
en
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
Tea
m
u
p
fo
r
b
etter lea
r
n
in
g
:
e
va
lu
a
tin
g
te
a
m
-
b
a
s
ed
le
a
r
n
in
g
in
a
n
a
t
o
my
ed
u
c
a
tio
n
(
A
s
ty
A
ma
lia
N
u
r
h
a
d
i
)
4953
r
ef
lect
an
d
d
is
cu
s
s
with
in
th
ei
r
team
s
.
Su
c
h
a
cy
cle
o
f
ap
p
licatio
n
an
d
r
ef
lectio
n
is
a
h
all
m
ar
k
o
f
ex
p
e
r
ien
tial
lear
n
in
g
a
n
d
it
lik
ely
co
n
tr
ib
u
ted
to
th
e
d
ee
p
er
c
o
m
p
r
eh
e
n
s
io
n
s
tu
d
en
ts
r
e
p
o
r
ted
.
I
n
d
e
ed
,
s
tu
d
en
ts
h
i
g
h
ly
v
alu
ed
t
h
is
ac
tiv
e,
r
elev
an
t
ap
p
r
o
ac
h
.
As
o
n
e
p
ar
ticip
an
t
(
P
2
-
1)
n
o
te
d
,
“
I
lea
r
n
e
d
t
o
u
n
d
e
r
s
ta
n
d
,
n
o
t
o
n
ly
to
r
eme
mb
er
,
”
illu
s
tr
atin
g
a
clea
r
s
h
if
t to
war
d
s
d
ee
p
er
lear
n
in
g
r
ath
er
th
an
r
o
te
m
em
o
r
izatio
n
.
3
.
3
.
2
.
O
bs
t
a
cles t
o
lea
rni
ng
i
n
t
ea
m
-
ba
s
ed
lea
rning
Desp
ite
th
e
ad
v
an
tag
es,
s
tu
d
en
ts
also
id
en
tifie
d
s
ev
er
al
ch
allen
g
es
with
th
e
T
B
L
ap
p
r
o
ac
h
.
C
o
m
m
o
n
ly
cited
b
ar
r
ier
s
in
cl
u
d
ed
lim
ited
tim
e,
lar
g
e
g
r
o
u
p
s
izes,
in
f
lex
ib
le
clas
s
r
o
o
m
lay
o
u
ts
,
an
d
u
n
e
v
en
lev
els
o
f
p
a
r
ticip
atio
n
with
in
t
ea
m
s
.
I
n
s
o
m
e
g
r
o
u
p
s
,
ce
r
tain
s
tu
d
en
ts
ten
d
ed
t
o
d
o
m
in
ate
th
e
d
is
cu
s
s
io
n
wh
ile
o
th
er
s
wer
e
r
elu
ctan
t
t
o
s
p
ea
k
u
p
,
lea
d
in
g
to
p
er
ce
iv
ed
in
eq
u
ities
in
th
e
lear
n
in
g
p
r
o
c
ess
.
On
e
s
tu
d
en
t
(
P1
0
-
2)
d
escr
ib
ed
th
is
is
s
u
e:
“
Th
ere
w
a
s
o
n
e
p
ers
o
n
w
h
o
d
o
min
a
ted
th
e
d
is
cu
s
s
io
n
.
.
.
o
th
ers
fel
t
r
elu
cta
n
t
to
jo
in
.
”
Su
ch
d
o
m
in
a
n
ce
b
y
s
p
ec
if
ic
m
em
b
er
s
,
co
u
p
led
with
th
e
h
e
s
itatio
n
o
f
q
u
ieter
s
tu
d
en
ts
,
was
s
ee
n
as
h
in
d
er
in
g
th
e
f
u
ll
co
llab
o
r
ativ
e
p
o
ten
t
ial
o
f
T
B
L
.
An
o
th
er
ch
allen
g
e
was
d
is
co
m
f
o
r
t
with
th
e
p
ee
r
ass
ess
m
en
t
co
m
p
o
n
en
t
o
f
T
B
L
.
So
m
e
s
tu
d
en
ts
ex
p
r
ess
ed
th
at
t
h
ey
f
elt
u
n
ea
s
y
a
b
o
u
t
h
av
i
n
g
t
o
e
v
alu
ate
th
eir
p
ee
r
s
.
Fo
r
in
s
tan
ce
,
th
ey
(
P3
-
1
an
d
P9
-
2)
d
escr
ib
ed
f
ee
lin
g
s
o
cial
p
r
ess
u
r
e
an
d
u
n
ce
r
tain
ty
wh
en
r
an
k
in
g
team
m
ates:
“
P
ee
r
a
s
s
ess
men
t
w
a
s
s
o
s
u
b
jective
”;
“
I
tr
ied
to
d
is
tr
ib
u
te
th
e
ma
r
ks
ev
en
ly
.
”
T
h
ese
co
m
m
en
ts
s
u
g
g
est
th
at
a
n
u
m
b
er
o
f
s
tu
d
en
ts
wer
e
r
elu
ctan
t
to
g
iv
e
h
o
n
est,
d
if
f
er
en
t
iated
f
ee
d
b
ac
k
to
p
ee
r
s
,
p
o
s
s
ib
ly
o
u
t
o
f
f
ea
r
o
f
o
f
f
en
d
i
n
g
class
m
ates o
r
d
u
e
to
th
e
u
n
f
am
iliar
ity
o
f
th
e
p
r
o
ce
s
s
.
T
h
ese
co
n
ce
r
n
s
m
ir
r
o
r
f
in
d
in
g
s
f
r
o
m
p
r
e
v
io
u
s
s
tu
d
ies,
wh
ich
em
p
h
asize
th
a
t
p
ee
r
e
v
alu
atio
n
s
y
s
tem
s
m
u
s
t
b
e
im
p
lem
en
te
d
with
s
en
s
i
tiv
ity
–
f
o
r
ex
am
p
le,
b
y
en
s
u
r
in
g
an
o
n
y
m
ity
an
d
p
r
o
v
id
in
g
s
u
f
f
icien
t
tim
e
an
d
g
u
id
an
ce
f
o
r
p
r
o
v
id
in
g
f
ee
d
b
ac
k
[
2
7
]
.
W
h
ile
m
an
y
s
tu
d
en
ts
ap
p
r
ec
iated
th
e
in
ten
t
o
f
p
ee
r
f
ee
d
b
ac
k
(
to
p
r
o
m
o
t
e
ac
co
u
n
tab
ilit
y
a
n
d
r
ef
lectio
n
)
,
t
h
e
m
et
h
o
d
an
d
co
n
tex
t
o
f
its
im
p
lem
en
tatio
n
in
o
u
r
s
tu
d
y
wer
e
v
iewe
d
a
s
s
ig
n
if
ican
t
lim
itatio
n
s
o
f
th
e
T
B
L
ex
p
er
ien
ce
.
I
m
p
o
r
ta
n
tly
,
th
e
m
ix
ed
r
ea
ctio
n
s
to
p
ee
r
ass
ess
m
en
t
h
ig
h
lig
h
t
a
n
ee
d
f
o
r
ca
r
e
f
u
l
in
s
tr
u
ctio
n
al
d
esig
n
to
m
ak
e
th
is
co
m
p
o
n
e
n
t e
f
f
ec
tiv
e
a
n
d
f
air
.
Peer
ev
alu
atio
n
ca
n
b
e
a
d
o
u
b
le
-
ed
g
e
d
s
wo
r
d
:
o
n
o
n
e
h
an
d
,
it
is
in
ten
d
ed
to
f
o
s
ter
in
d
iv
id
u
al
ac
co
u
n
tab
ilit
y
an
d
team
w
o
r
k
s
k
ills
,
b
u
t
o
n
th
e
o
th
er
h
an
d
,
if
p
o
o
r
ly
im
p
lem
en
ted
it
m
ay
in
tr
o
d
u
ce
b
ias
o
r
s
tr
ess
th
at
u
n
d
er
m
in
es
lear
n
er
eq
u
ity
[
1
1
]
.
T
h
e
f
in
d
i
n
g
s
s
u
g
g
est
th
at
with
o
u
t
p
r
o
p
er
s
af
eg
u
ar
d
s
,
m
o
r
e
o
u
ts
p
o
k
en
o
r
p
o
p
u
lar
s
tu
d
en
ts
m
ig
h
t
r
ec
eiv
e
d
is
p
r
o
p
o
r
tio
n
ately
p
o
s
itiv
e
r
atin
g
s
,
w
h
er
ea
s
q
u
ieter
o
r
less
co
n
f
id
en
t
s
tu
d
e
n
ts
co
u
ld
b
e
u
n
d
er
v
alu
e
d
,
r
eg
a
r
d
less
o
f
th
eir
ac
tu
al
co
n
tr
ib
u
tio
n
s
.
T
o
h
ar
n
ess
th
e
b
en
ef
its
o
f
p
ee
r
ass
ess
m
en
t
with
o
u
t
c
o
m
p
r
o
m
is
in
g
f
air
n
ess
,
ed
u
ca
to
r
s
s
h
o
u
ld
c
o
n
s
id
er
s
ev
er
al
s
tr
ate
g
ies.
First,
m
ak
in
g
p
ee
r
ev
alu
atio
n
s
an
o
n
y
m
o
u
s
c
an
h
elp
r
ed
u
ce
s
o
cial
p
r
ess
u
r
e
an
d
e
n
co
u
r
a
g
e
h
o
n
esty
in
r
atin
g
team
m
ates
[
1
1
]
.
Seco
n
d
,
p
r
o
v
id
in
g
clea
r
r
u
b
r
i
cs
o
r
cr
iter
ia
an
d
tr
ai
n
in
g
s
tu
d
en
ts
o
n
h
o
w
to
g
iv
e
c
o
n
s
tr
u
ctiv
e
p
ee
r
f
ee
d
b
ac
k
ca
n
im
p
r
o
v
e
th
e
q
u
ality
an
d
cr
ed
ib
ilit
y
o
f
th
e
ev
al
u
atio
n
s
[
1
1
]
,
[
2
8
]
.
I
t
m
ay
also
b
e
w
is
e
to
em
p
h
asize
a
f
o
r
m
ativ
e
u
s
e
o
f
p
ee
r
ass
ess
m
en
t
(
f
o
r
f
ee
d
b
ac
k
an
d
im
p
r
o
v
em
en
t)
r
ath
er
th
a
n
ass
ig
n
in
g
h
ig
h
-
s
tak
es
g
r
ad
es
b
ased
o
n
p
ee
r
s
co
r
es
alo
n
e,
s
o
th
at
s
tu
d
en
ts
f
o
c
u
s
o
n
th
e
d
ev
elo
p
m
en
tal
asp
ec
t
r
at
h
er
th
an
f
ee
lin
g
p
u
n
is
h
ed
b
y
p
ee
r
s
[
2
8
]
.
A
d
d
itio
n
ally
,
i
n
s
tr
u
cto
r
s
ca
n
ac
tiv
ely
m
o
n
ito
r
g
r
o
u
p
d
y
n
am
ics an
d
in
ter
v
en
e
wh
en
n
ec
ess
ar
y
to
en
s
u
r
e
th
at
all
team
m
em
b
er
s
h
av
e
eq
u
al
o
p
p
o
r
tu
n
ities
to
co
n
tr
ib
u
te
[
1
2
]
.
Stru
ctu
r
e
d
g
r
o
u
p
r
o
les
(
r
o
tatin
g
r
esp
o
n
s
ib
ilit
ies
s
u
ch
as
lead
er
,
s
cr
ib
e,
an
d
p
r
esen
ter
)
c
o
u
ld
c
o
u
n
ter
ac
t
th
e
p
r
o
b
lem
o
f
o
n
e
p
er
s
o
n
d
o
m
in
atin
g
th
e
d
is
cu
s
s
io
n
,
as
ev
er
y
m
em
b
er
wo
u
ld
h
av
e
a
d
ef
in
e
d
wa
y
to
p
ar
ticip
ate
[
1
1
]
.
B
y
r
e
f
in
in
g
p
ee
r
ass
ess
m
en
t
p
r
ac
tices
alo
n
g
th
ese
lin
es,
T
B
L
p
r
ac
titi
o
n
er
s
ca
n
en
h
an
ce
in
d
iv
id
u
al
ac
co
u
n
tab
ilit
y
wh
ile
m
ain
tain
in
g
an
in
clu
s
iv
e
an
d
s
u
p
p
o
r
tiv
e
team
lear
n
in
g
en
v
ir
o
n
m
en
t.
3
.
3
.
3
.
Co
m
pa
riso
n t
o
lect
ure
W
h
en
co
m
p
ar
in
g
T
B
L
to
t
h
e
tr
ad
itio
n
al
lectu
r
e
f
o
r
m
at
,
m
o
s
t
s
tu
d
en
ts
f
av
o
r
ed
T
B
L
f
o
r
its
in
ter
ac
tiv
ity
.
T
h
ey
d
escr
ib
ed
l
ec
tu
r
es a
s
a
lar
g
ely
p
ass
iv
e
ex
p
er
ien
ce
in
co
n
tr
ast to
th
e
en
g
ag
in
g
,
p
ar
ticip
ato
r
y
n
atu
r
e
o
f
T
B
L
.
As
o
n
e
s
tu
d
e
n
t
(
P4
-
3)
b
lu
n
tly
s
tated
,
“
Lec
tu
r
e
w
a
s
b
o
r
in
g
a
n
d
ma
d
e
m
e
s
leep
y
.
”
An
o
th
er
s
tu
d
en
t
(
P5
-
1)
n
o
ted
,
“
I
n
lect
u
r
e,
w
e
o
n
ly
h
ea
r
d
w
h
a
t
th
e
tea
ch
er
s
a
id
.
We
d
id
n
’
t
h
a
v
e
time
to
d
is
cu
s
s
,
”
u
n
d
er
s
co
r
i
n
g
th
e
lack
o
f
o
p
p
o
r
tu
n
ity
f
o
r
d
ialo
g
u
e
o
r
d
ee
p
ex
p
lo
r
atio
n
i
n
a
ty
p
ical
lect
u
r
e
s
ettin
g
.
T
h
ese
p
er
ce
p
tio
n
s
r
e
f
lect
b
r
o
ad
er
s
h
if
ts
in
s
tu
d
en
t
ex
p
ec
tatio
n
s
,
as
to
d
ay
’
s
lear
n
er
s
o
f
te
n
s
ee
k
m
o
r
e
ac
tiv
e
in
v
o
lv
em
e
n
t,
an
d
th
ey
h
ig
h
lig
h
t
th
e
lim
itatio
n
s
o
f
tr
ad
itio
n
al
d
id
ac
tic
m
o
d
els
in
cu
ltiv
atin
g
h
ig
h
e
r
-
o
r
d
er
lear
n
in
g
[
6
]
.
T
h
e
a
b
ilit
y
to
d
is
cu
s
s
an
d
a
p
p
ly
k
n
o
wled
g
e
d
u
r
in
g
class
was
a
k
ey
f
ac
to
r
th
at
m
ad
e
T
B
L
m
o
r
e
ap
p
ea
lin
g
to
s
tu
d
en
ts
th
an
lect
u
r
es.
3
.
3
.
4
.
I
nfluence
o
n
lea
rning
beha
v
io
rs
Stu
d
en
ts
r
ep
o
r
ted
th
at
T
B
L
p
o
s
itiv
ely
in
f
lu
en
ce
d
th
eir
s
tu
d
y
h
ab
its
an
d
lear
n
in
g
b
eh
av
io
r
s
.
I
n
p
ar
ticu
lar
,
th
e
T
B
L
s
tr
u
c
tu
r
e
in
ce
n
tiv
ized
b
etter
p
r
e
-
class
p
r
ep
ar
atio
n
an
d
ap
p
ea
r
ed
to
aid
m
em
o
r
y
r
eten
tio
n
.
Ma
n
y
s
tu
d
en
ts
n
o
te
d
th
at
k
n
o
win
g
th
er
e
wo
u
ld
b
e
an
in
d
iv
id
u
al
r
ea
d
in
ess
ass
u
r
an
ce
test
(
I
R
AT
)
p
u
s
h
ed
t
h
em
t
o
s
tu
d
y
th
e
an
ato
m
y
m
ate
r
ial
m
o
r
e
th
o
r
o
u
g
h
ly
b
e
f
o
r
e
class
.
On
e
s
tu
d
e
n
t
(
P6
-
1)
e
x
p
lain
ed
,
“
I
s
tu
d
ied
mo
r
e
b
efo
r
e
TBL
b
ec
a
u
s
e
o
f
th
e
I
R
A
T
,
”
in
d
icatin
g
th
at
th
e
r
ea
d
in
ess
ass
u
r
an
ce
p
r
o
ce
s
s
ef
f
ec
tiv
ely
m
o
tiv
ated
ad
v
a
n
ce
p
r
e
p
ar
atio
n
.
Stu
d
en
ts
also
f
elt
th
at
T
B
L
h
elp
ed
im
p
r
o
v
e
th
ei
r
r
ec
all
o
f
k
n
o
wled
g
e
an
d
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
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
9
4
8
-
4
9
5
6
4954
ab
ilit
y
to
ap
p
ly
it
clin
ically
.
T
h
ey
attr
i
b
u
ted
t
h
is
to
th
e
iter
ativ
e
p
r
o
ce
s
s
o
f
u
s
in
g
in
f
o
r
m
atio
n
in
tea
m
ac
tiv
ities
an
d
r
ec
eiv
in
g
im
m
ed
iate
f
ee
d
b
ac
k
.
Sev
er
al
co
m
m
en
ts
allu
d
ed
to
b
etter
lo
n
g
-
ter
m
r
ec
all;
f
o
r
ex
am
p
le,
s
tu
d
en
ts
m
en
tio
n
ed
th
at
d
is
cu
s
s
in
g
an
d
r
ea
s
o
n
in
g
th
r
o
u
g
h
ca
s
es
h
elp
ed
“lo
ck
in
”
th
e
k
n
o
wled
g
e.
T
h
is
p
er
ce
p
tio
n
is
co
n
s
is
ten
t
with
r
e
p
o
r
ts
f
r
o
m
o
th
e
r
s
t
u
d
ies
th
at
ac
tiv
e
lear
n
in
g
s
tr
ateg
ies
ca
n
y
ield
lo
n
g
-
ter
m
b
en
ef
its
f
o
r
r
ete
n
tio
n
[
1
8
]
,
[
2
5
]
.
T
h
at
s
aid
,
it
r
em
ain
s
to
b
e
d
eter
m
in
ed
wh
eth
er
th
e
p
er
ce
iv
e
d
m
em
o
r
y
b
e
n
ef
its
o
f
T
B
L
in
o
u
r
s
tu
d
y
tr
an
s
late
in
to
o
b
jec
tiv
ely
s
u
p
er
io
r
lo
n
g
-
ter
m
r
ete
n
tio
n
o
f
an
at
o
m
ical
k
n
o
wled
g
e.
W
e
d
id
n
o
t
in
clu
d
e
f
o
llo
w
-
u
p
test
s
wee
k
s
o
r
m
o
n
th
s
af
ter
th
e
s
ess
io
n
s
,
s
o
we
ca
n
n
o
t
d
ir
ec
tly
co
n
f
ir
m
t
h
at
T
B
L
lear
n
er
s
r
eta
in
ed
m
o
r
e
in
f
o
r
m
atio
n
o
v
er
ti
m
e
th
an
th
eir
lect
u
r
e
-
o
n
ly
co
u
n
ter
p
ar
ts
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
i
n
co
r
p
o
r
ate
d
elay
e
d
p
o
s
t
-
test
s
o
r
lo
n
g
itu
d
in
al
ass
ess
m
en
ts
to
ev
alu
ate
k
n
o
wled
g
e
r
eten
tio
n
b
ey
o
n
d
t
h
e
im
m
e
d
iate
p
o
s
t
-
co
u
r
s
e
e
x
a
m
.
I
t
wo
u
ld
also
b
e
v
alu
ab
le
t
o
ex
am
i
n
e
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
in
s
u
b
s
eq
u
e
n
t c
o
u
r
s
es o
r
clin
ical
s
k
ills
ex
am
s
(
s
u
ch
as
o
b
jectiv
e
s
tr
u
ctu
r
ed
cl
in
ical
ex
am
in
atio
n
s
o
r
OSC
E
s
)
to
s
ee
if
th
o
s
e
wh
o
lear
n
ed
v
ia
T
B
L
d
em
o
n
s
tr
ate
b
etter
ap
p
licatio
n
o
f
an
at
o
m
y
k
n
o
wled
g
e
in
clin
ical
co
n
tex
ts
.
B
y
tr
ac
k
i
n
g
o
u
tco
m
es
o
v
er
a
lo
n
g
e
r
ter
m
a
n
d
in
p
r
ac
tical
s
ettin
g
s
,
we
ca
n
m
o
r
e
f
u
lly
ass
ess
th
e
last
in
g
ed
u
ca
tio
n
al
im
p
ac
t
o
f
T
B
L
o
n
s
tu
d
e
n
ts
’
k
n
o
wled
g
e
an
d
s
k
ills
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
f
o
u
n
d
th
at
T
B
L
i
m
p
r
o
v
e
d
m
e
d
ical
s
tu
d
en
ts
’
m
u
s
cu
lo
s
k
eleta
l
an
ato
m
y
k
n
o
w
led
g
e
m
o
r
e
th
an
lectu
r
es.
Qu
an
titativ
e
s
tu
d
y
s
h
o
wed
T
B
L
s
ess
io
n
s
h
ad
g
r
ea
ter
p
o
s
t
-
test
r
esu
lts
th
an
l
ec
tu
r
es.
Qu
alitativ
e
d
ata
s
h
o
wed
th
at
s
tu
d
en
ts
co
n
s
id
er
ed
T
B
L
m
o
r
e
in
ter
esti
n
g
,
clin
ically
r
elev
an
t,
an
d
s
u
cc
e
s
s
f
u
l
at
f
ac
ilit
atin
g
co
o
p
er
atio
n
,
ac
tiv
e
lear
n
in
g
,
an
d
cr
itical
th
in
k
in
g
th
an
lectu
r
in
g
.
Stu
d
en
ts
lik
ed
T
B
L
’
s
f
r
am
ewo
r
k
an
d
in
ter
ac
tiv
ity
,
b
u
t
g
r
o
u
p
d
y
n
a
m
ics,
p
ee
r
ass
e
s
s
m
en
t,
an
d
ti
m
e
allo
ca
tio
n
n
ee
d
ed
im
p
r
o
v
e
m
en
t.
Ou
r
cr
o
s
s
o
v
er
d
esig
n
,
in
wh
ich
all
p
ar
ticip
an
ts
atten
d
ed
b
o
th
T
B
L
an
d
lectu
r
es,
s
h
o
wed
th
at
ea
ch
class
p
r
o
f
ited
m
o
r
e
f
r
o
m
T
B
L
.
Sev
er
al
d
r
awb
ac
k
s
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
.
First,
s
tu
d
en
ts
with
s
tr
o
n
g
id
ea
s
o
r
f
av
o
r
ab
le
ex
p
er
ie
n
ce
s
m
ay
h
av
e
b
ee
n
m
o
r
e
lik
ely
to
p
ar
ticip
ate
in
FGDs
.
T
h
is
m
ay
h
av
e
s
k
ewe
d
q
u
alitativ
e
f
in
d
in
g
s
to
war
d
p
o
s
itiv
e
T
B
L
im
p
r
ess
io
n
s
.
Seco
n
d
,
w
e
o
n
ly
m
ea
s
u
r
ed
“u
n
d
er
s
tan
d
i
n
g
”
b
y
p
r
e
-
an
d
p
o
s
t
-
test
s
co
r
e
g
ain
s
.
Alth
o
u
g
h
b
en
ef
icial,
th
ese
m
etr
ics
d
o
n
o
t
f
u
lly
r
ef
lect
h
ig
h
er
-
o
r
d
e
r
co
g
n
itiv
e
ad
v
a
n
ce
s
,
cr
itical
th
i
n
k
in
g
,
o
r
lo
n
g
-
ter
m
an
ato
m
ical
in
f
o
r
m
atio
n
r
eten
t
io
n
.
T
o
b
etter
ex
am
in
e
th
e
l
o
n
g
-
ter
m
ef
f
ec
ts
o
f
T
B
L
o
n
lear
n
in
g
o
u
tc
o
m
es,
f
u
tu
r
e
r
esear
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RE
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NC
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S
[
1
]
M
.
A
.
Ta
y
l
o
r
,
“
Th
e
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m
p
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[
2
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R
.
S
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h
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R
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S
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Tu
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.
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mar,
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3
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.
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.
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u
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,
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4
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L.
D
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,
C
.
A
.
D
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.
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G
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L
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.
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mi
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l
,
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T
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a
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t
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y
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n
me
d
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c
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c
a
t
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n
:
A
m
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g
u
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4
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M
e
d
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c
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T
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.
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.
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[
6
]
J.
D
e
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t
,
R
.
M
.
H
a
r
d
e
n
,
a
n
d
D
.
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n
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p
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m
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d
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c
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l
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c
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rs
,
e
-
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o
k
:
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p
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c
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a
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g
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d
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7
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P
.
R
u
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e
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,
M
.
H
.
M
a
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d
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.
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8
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S
.
P
a
p
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k
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.
,
“
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s h
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Evaluation Warning : The document was created with Spire.PDF for Python.