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ate
p
r
o
g
r
a
m
s
,
in
p
r
ac
tice
ea
ch
in
s
titu
tio
n
’
s
cu
r
r
icu
lu
m
v
a
r
ies
in
s
tr
u
ctu
r
e
an
d
co
n
ten
t
[
6
]
.
Su
ch
v
ar
ia
b
ilit
y
ex
is
ts
d
esp
ite
a
n
atio
n
al
f
r
am
ewo
r
k
,
r
e
f
le
ctin
g
d
if
f
er
en
ce
s
in
in
s
titu
tio
n
al
r
eso
u
r
ce
s
,
ar
ea
s
o
f
s
p
ec
ializatio
n
,
an
d
e
d
u
ca
tio
n
al
p
r
io
r
ities
.
T
o
en
s
u
r
e
m
in
im
u
m
s
tan
d
ar
d
s
,
MO
E
T
is
s
u
ed
C
ir
cu
lar
0
4
/2
0
1
6
/TT
-
B
GDĐT
,
estab
lis
h
in
g
1
1
q
u
ality
ass
es
s
m
en
t
s
tan
d
ar
d
s
(
MO
E
T
-
QA)
f
o
r
h
ig
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
(
ad
a
p
ted
f
r
o
m
th
e
ASEA
N
Un
iv
er
s
ity
Netwo
r
k
Qu
ality
Ass
u
r
an
ce
(
AUN
-
QA
)
)
[
7
]
.
T
h
ese
s
tan
d
ar
d
s
co
v
er
ar
ea
s
f
r
o
m
p
r
o
g
r
am
ex
p
ec
ted
o
u
tc
o
m
es
an
d
cu
r
r
icu
lu
m
d
esig
n
to
tea
ch
in
g
,
ass
ess
m
en
t,
r
eso
u
r
ce
s
,
an
d
p
r
o
g
r
am
ef
f
ec
tiv
en
ess
.
I
m
p
lem
en
tin
g
th
is
q
u
ality
ass
ess
m
en
t
f
r
am
ewo
r
k
h
as
p
r
esen
ted
v
ar
io
u
s
ch
all
en
g
es.
Un
iv
er
s
ities
f
ac
e
o
r
g
a
n
izatio
n
al,
f
in
an
cial,
cu
ltu
r
al,
an
d
ad
m
in
is
tr
ativ
e
h
u
r
d
les
in
m
ee
tin
g
th
e
cr
iter
ia.
Aca
d
em
ic
s
taf
f
m
ay
r
esis
t
ch
an
g
es
d
u
e
to
h
ea
v
y
wo
r
k
lo
ad
s
,
r
eso
u
r
ce
lim
itatio
n
s
,
o
r
s
tr
ess
ass
o
ciate
d
with
n
ew
r
eq
u
ir
em
e
n
ts
[
8
]
.
Prio
r
s
tu
d
ies
o
n
Vietn
am
ese
h
ig
h
er
ed
u
ca
tio
n
h
av
e
in
d
ee
d
id
en
tifie
d
s
taf
f
r
esis
tan
ce
an
d
lim
ited
QA
ex
p
er
tis
e
as
m
ajo
r
b
ar
r
ier
s
to
QA
im
p
lem
en
tatio
n
.
Mo
r
eo
v
er
,
m
an
y
f
ac
u
lty
r
e
m
ain
u
n
co
n
v
in
c
ed
o
f
th
e
r
elev
an
ce
o
f
ce
r
tain
q
u
ality
ass
ess
m
en
t
cr
iter
ia,
p
er
ce
iv
i
n
g
s
o
m
e
ex
t
er
n
ally
im
p
o
s
ed
s
tan
d
ar
d
s
as
lack
in
g
leg
itima
cy
.
T
h
is
s
k
e
p
ticis
m
ca
n
lead
to
in
co
n
s
is
ten
t
co
m
p
lian
ce
with
q
u
ality
m
ea
s
u
r
es
[
9
]
.
W
h
ile
Vietn
am
h
as
o
f
f
icially
ad
o
p
ted
a
co
m
p
r
eh
en
s
iv
e
n
atio
n
al
q
u
ality
ass
ess
m
en
t
f
r
am
ewo
r
k
,
th
is
s
tu
d
y
u
n
co
v
e
r
s
a
s
tr
ik
in
g
p
ar
ad
o
x
:
ed
u
ca
t
o
r
s
r
ep
o
r
t
f
u
ll
f
o
r
m
a
l
co
m
p
lian
ce
with
q
u
ality
ass
es
s
m
en
t
s
tan
d
ar
d
s
,
y
et
s
ig
n
if
ica
n
t
ch
allen
g
es
p
er
s
is
t
in
p
r
ac
ti
ca
l
im
p
lem
en
tatio
n
.
T
h
is
d
is
cr
ep
an
cy
—
a
p
h
en
o
m
e
n
o
n
th
at
m
ay
b
e
ter
m
e
d
d
is
cr
ep
an
t
co
m
p
lian
ce
—
r
aises
cr
itical
q
u
esti
o
n
s
ab
o
u
t
th
e
d
ep
th
a
n
d
au
t
h
en
ticity
o
f
q
u
ality
ass
ess
m
en
t
ad
o
p
tio
n
in
h
ig
h
er
ed
u
ca
tio
n
,
p
a
r
ticu
lar
ly
in
p
o
s
tg
r
ad
u
at
e
m
ed
ical
p
r
o
g
r
am
s
.
Hig
h
lig
h
ti
n
g
th
is
p
ar
a
d
o
x
p
r
o
v
id
es
a
cr
i
tical
len
s
th
r
o
u
g
h
wh
ich
e
d
u
c
ato
r
p
er
ce
p
tio
n
s
ca
n
b
e
ex
am
i
n
ed
.
W
h
ile
ea
r
lier
s
tu
d
ies
h
av
e
ex
p
l
o
r
ed
g
en
e
r
al
r
esis
tan
ce
to
QA
r
ef
o
r
m
s
,
f
ew
h
av
e
ex
a
m
in
ed
h
o
w
in
d
iv
id
u
al
q
u
ality
ass
ess
m
en
t
cr
iter
ia
ar
e
p
er
ce
iv
ed
b
y
f
ac
u
l
ty
d
ir
ec
tly
in
v
o
lv
e
d
in
cu
r
r
ic
u
lu
m
d
eliv
er
y
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
at
g
ap
b
y
d
is
ag
g
r
eg
atin
g
ed
u
ca
to
r
p
er
s
p
ec
tiv
es
ac
r
o
s
s
all
1
1
MO
E
T
-
QA
s
tan
d
ar
d
s
to
id
en
tify
ac
tio
n
a
b
le
im
p
lem
en
t
atio
n
b
o
ttlen
ec
k
s
.
Giv
en
th
is
co
n
tex
t,
th
e
r
e
is
a
n
ee
d
to
in
v
esti
g
ate
h
o
w
c
u
r
r
ic
u
lu
m
e
d
u
ca
to
r
s
p
er
ce
iv
e
th
e
d
if
f
icu
lty
o
f
ap
p
ly
in
g
ea
ch
q
u
ality
ass
ess
m
en
t
cr
iter
io
n
in
p
r
ac
tice.
Su
ch
in
s
ig
h
t
will
illu
m
in
ate
w
h
ich
asp
ec
ts
o
f
th
e
q
u
ality
ass
ess
m
en
t
s
tan
d
ar
d
s
ar
e
m
o
s
t
ch
allen
g
in
g
o
n
th
e
g
r
o
u
n
d
an
d
wh
y
.
T
h
is
ca
s
e
s
t
u
d
y
f
o
cu
s
es
o
n
th
e
p
er
ce
p
tio
n
s
o
f
lectu
r
e
r
s
in
v
o
l
v
ed
in
a
m
ed
ical
m
aster
’
s
p
r
o
g
r
am
r
eg
ar
d
in
g
ea
c
h
o
f
th
e
1
1
c
r
iter
ia
in
th
e
MO
E
T
-
QA
f
r
am
ewo
r
k
.
T
h
e
g
o
al
is
to
id
en
tify
s
p
ec
if
ic
s
tan
d
ar
d
s
o
r
cr
iter
ia
th
at
ed
u
ca
to
r
s
f
in
d
d
if
f
icu
lt
to
im
p
lem
en
t
an
d
to
u
n
d
e
r
s
tan
d
f
ac
to
r
s
co
n
tr
ib
u
tin
g
t
o
th
ese
d
if
f
icu
lties
.
T
h
is
s
tu
d
y
is
am
o
n
g
th
e
f
ir
s
t
em
p
ir
ical
in
v
esti
g
atio
n
s
in
to
h
o
w
n
atio
n
al
q
u
ality
s
tan
d
ar
d
s
ar
e
p
er
c
eiv
ed
an
d
ap
p
lied
with
in
a
p
o
s
tg
r
ad
u
ate
m
ed
ical
ed
u
ca
tio
n
c
o
n
tex
t
in
Vietn
am
.
W
h
ile
ea
r
lier
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
g
en
er
al
ch
alle
n
g
es
in
QA
im
p
lem
en
tatio
n
,
f
ew
h
av
e
ex
a
m
in
ed
h
o
w
in
d
i
v
id
u
al
cr
iter
ia
ar
e
u
n
d
er
s
to
o
d
an
d
ex
p
er
ien
ce
d
b
y
f
ac
u
lty
d
ir
ec
tly
in
v
o
l
v
ed
i
n
cu
r
r
icu
lu
m
d
eliv
er
y
.
B
y
d
is
ag
g
r
eg
atin
g
r
esp
o
n
s
es
ac
r
o
s
s
all
1
1
MO
E
T
-
QA
s
tan
d
a
r
d
s
,
th
e
s
tu
d
y
i
d
en
tifie
s
s
p
ec
if
ic
ar
ea
s
o
f
r
esis
tan
ce
o
r
am
b
ig
u
ity
.
No
tab
ly
,
s
ev
er
al
n
atio
n
al
s
tan
d
ar
d
s
s
h
o
w
c
o
n
ce
p
tu
al
alig
n
m
en
t
with
in
ter
n
atio
n
al
f
r
am
ewo
r
k
s
s
u
ch
as
AUN
-
QA
an
d
W
o
r
l
d
Fed
er
atio
n
f
o
r
Me
d
ical
E
d
u
ca
tio
n
(
W
FME
)
,
en
h
an
cin
g
th
e
r
elev
an
ce
o
f
t
h
e
f
in
d
in
g
s
b
ey
o
n
d
t
h
e
lo
ca
l
c
o
n
tex
t.
B
y
e
x
am
in
in
g
ed
u
ca
t
o
r
s
’
v
iews,
th
e
s
tu
d
y
also
s
h
ed
s
lig
h
t
o
n
f
ac
u
lty
–
ad
m
in
is
tr
atio
n
co
llab
o
r
atio
n
d
u
r
in
g
cu
r
r
icu
l
u
m
r
ev
iew
an
d
r
e
v
is
io
n
.
T
h
e
f
in
d
in
g
s
ca
n
in
f
o
r
m
tar
g
eted
s
tr
ateg
ies
to
b
etter
s
u
p
p
o
r
t
ed
u
ca
to
r
s
an
d
im
p
r
o
v
e
cu
r
r
ic
u
lu
m
q
u
al
ity
,
co
n
tr
ib
u
tin
g
to
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
an
d
f
ac
u
lty
en
g
a
g
em
en
t
i
n
cu
r
r
icu
l
u
m
QA
an
d
o
p
tim
izin
g
in
s
titu
tio
n
al
r
ea
d
in
ess
f
o
r
f
u
tu
r
e
ac
cr
e
d
itatio
n
ef
f
o
r
ts
.
2.
M
E
T
H
O
D
2
.
1
.
M
O
E
T
–
Q
A,
Circ
ula
r
0
4
/2
0
1
6
/T
T
-
B
G
DDT
As
n
o
ted
ea
r
lier
,
a
n
atio
n
al
QA
b
o
d
y
,
MO
E
T
-
QA,
was
i
n
tr
o
d
u
ce
d
i
n
2
0
1
6
.
C
ir
cu
lar
0
4
/2
0
1
6
/T
T
-
B
GDDT
is
a
r
eg
u
latio
n
is
s
u
ed
b
y
th
e
MO
E
T
o
f
Vietn
am
th
a
t
estab
lis
h
es
th
e
1
1
m
ain
s
tan
d
ar
d
s
f
o
r
ass
ess
in
g
th
e
q
u
ality
o
f
h
ig
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
at
all
lev
els
(
u
n
d
er
g
r
ad
u
ate,
m
aster
’
s
,
an
d
d
o
cto
r
al)
,
as
illu
s
tr
ated
in
T
ab
le
1
.
Fo
r
im
p
r
o
v
ed
m
a
n
a
g
ea
b
ilit
y
an
d
alig
n
m
en
t
with
in
s
titu
tio
n
al
q
u
ality
ass
ess
m
en
t
p
r
ac
tices,
t
h
ese
s
tan
d
ar
d
s
ca
n
b
e
ca
teg
o
r
ized
in
to
f
o
u
r
b
r
o
ad
er
t
h
em
atic
g
r
o
u
p
s
[
7
]
.
T
h
e
f
ir
s
t
g
r
o
u
p
f
o
cu
s
es
o
n
lear
n
in
g
o
u
tco
m
e/o
b
jectiv
es
an
d
cu
r
r
icu
lu
m
,
co
v
er
in
g
e
x
p
ec
ted
lear
n
in
g
o
u
tco
m
es
an
d
cu
r
r
icu
lu
m
d
esig
n
.
T
h
e
s
ec
o
n
d
g
r
o
u
p
(
teac
h
in
g
,
lear
n
in
g
,
a
n
d
s
tu
d
en
t
ass
ess
m
en
t
)
p
er
tain
s
to
:
i
)
co
u
r
s
e
d
esig
n
;
i
i
)
tea
ch
in
g
an
d
lear
n
i
n
g
ac
tiv
ities
;
an
d
iii
)
s
tu
d
en
t
ass
ess
m
en
t,
in
clu
d
in
g
s
tu
d
e
n
t
s
u
p
p
o
r
t,
teac
h
in
g
m
et
h
o
d
o
lo
g
y
,
an
d
ev
alu
ati
o
n
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
5
8
0
-
4
5
9
1
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lear
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ic
s
taf
f
,
em
p
lo
y
ee
s
,
a
n
d
l
ea
r
n
in
g
r
eso
u
r
ce
s
,
en
co
m
p
ass
in
g
f
ac
u
lty
q
u
alif
icatio
n
s
,
f
ac
ilit
ies,
an
d
f
in
an
cial
an
d
lear
n
in
g
s
u
p
p
o
r
t.
T
h
e
f
in
al
g
r
o
u
p
r
elate
s
to
in
f
r
astru
ctu
r
e
i
n
clu
d
in
g
f
ac
ili
ties
an
d
eq
u
ip
m
e
n
t
;
QA
;
an
d
th
e
s
tu
d
en
t
o
u
tco
m
e.
T
h
is
g
r
o
u
p
in
g
f
ac
ilit
ates
clea
r
er
d
iv
is
io
n
o
f
r
esp
o
n
s
ib
ilit
ies,
s
tr
ea
m
lin
ed
r
ep
o
r
ti
n
g
,
a
n
d
b
etter
in
teg
r
ati
o
n
with
in
ter
n
atio
n
al
f
r
am
ewo
r
k
s
s
u
ch
as
AUN
-
Q
A.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
b
o
th
AUN
-
QA
an
d
MO
E
T
-
QA
s
h
ar
e
a
co
m
m
o
n
p
h
ilo
s
o
p
h
y
o
f
u
s
in
g
s
tan
d
ar
d
s
,
ass
ess
m
en
t,
an
d
co
n
tin
u
o
u
s
im
p
r
o
v
e
m
en
t
to
en
s
u
r
e
t
h
at
p
r
o
g
r
am
s
m
ee
t
estab
lis
h
ed
q
u
ality
b
en
ch
m
ar
k
s
.
W
h
ile
th
e
s
p
ec
if
ic
ca
teg
o
r
ies
m
ay
h
av
e
d
if
f
er
e
n
t
n
a
m
es,
th
ey
g
en
er
ally
ad
d
r
ess
s
im
ilar
ar
ea
s
an
d
p
r
o
m
o
te
a
cu
ltu
r
e
o
f
c
o
n
tin
u
o
u
s
im
p
r
o
v
e
m
en
t w
ith
in
h
i
g
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
.
C
ir
cu
lar
0
4
/2
0
1
6
/TT
-
B
GDDT
is
s
till
in
ef
f
ec
t
an
d
r
em
ain
s
m
an
d
ato
r
y
as
it
ap
p
lies
to
all
h
ig
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
in
Vietn
am
,
in
clu
d
in
g
m
ed
ical
p
r
o
g
r
am
s
[
7
]
.
T
h
ese
1
1
s
ta
n
d
ar
d
s
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
f
r
a
m
ewo
r
k
f
o
r
ass
ess
in
g
th
e
q
u
ality
o
f
h
ig
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
,
co
v
e
r
i
n
g
v
a
r
io
u
s
asp
ec
ts
ess
en
tial
to
ef
f
ec
tiv
e
p
r
o
g
r
a
m
d
eliv
er
y
an
d
s
tu
d
en
t
s
u
cc
ess
.
T
h
er
e
is
a
v
ar
iatio
n
in
th
e
n
u
m
b
er
o
f
cr
iter
ia
with
in
ea
ch
s
tan
d
ar
d
.
T
o
e
v
alu
ate
th
ese
cr
iter
ia,
a
7
-
le
v
el
s
ca
le
r
an
g
in
g
f
r
o
m
“a
b
s
o
lu
tely
n
o
n
-
c
o
m
p
lian
t”
to
“p
er
f
ec
tly
co
m
p
lian
t”
is
u
s
ed
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
Vietn
am
MO
E
T
q
u
ality
ass
ess
m
en
t f
r
am
ewo
r
k
f
o
r
h
i
g
h
er
e
d
u
ca
tio
n
p
r
o
g
r
a
m
s
W
F
M
E
a
r
e
a
AUN
-
Q
A
st
a
n
d
a
r
d
s
M
O
ET
-
Q
A
st
a
n
d
a
r
d
s (
n
o
o
f
c
r
i
t
e
r
i
a
)
1
.
M
i
ssi
o
n
a
n
d
o
u
t
c
o
mes
1
.
Ex
p
e
c
t
e
d
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
1
.
O
b
j
e
c
t
i
v
e
s
a
n
d
g
r
a
d
u
a
t
i
o
n
r
e
q
u
i
r
e
men
t
s (
3
)
2
.
Ed
u
c
a
t
i
o
n
a
l
p
r
o
g
r
a
m
2
.
P
r
o
g
r
a
m s
p
e
c
i
f
i
c
a
t
i
o
n
2
.
P
r
o
g
r
a
m s
u
mm
a
r
y
(
3
)
3
.
A
ss
e
ssm
e
n
t
o
f
st
u
d
e
n
t
s
3
.
P
r
o
g
r
a
m s
t
r
u
c
t
u
r
e
a
n
d
c
o
n
t
e
n
t
3
.
C
u
r
r
i
c
u
l
u
m s
t
r
u
c
t
u
r
e
a
n
d
c
o
n
t
e
n
t
s
(
3
)
4
.
S
t
u
d
e
n
t
s
4
.
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
4
.
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
e
s (
3
)
5
.
A
c
a
d
e
m
i
c
s
t
a
f
f
/
f
a
c
u
l
t
y
5
.
S
t
u
d
e
n
t
a
ss
e
ssm
e
n
t
5
.
A
ss
e
ssm
e
n
t
o
f
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s (
5
)
6
.
Ed
u
c
a
t
i
o
n
a
l
r
e
so
u
r
c
e
s
6
.
A
c
a
d
e
m
i
c
s
t
a
f
f
q
u
a
l
i
t
y
6
.
S
t
a
f
f
o
f
l
e
c
t
u
r
e
r
s
a
n
d
a
c
a
d
e
m
i
c
s (
7
)
7
.
P
r
o
g
r
a
m e
v
a
l
u
a
t
i
o
n
7
.
S
u
p
p
o
r
t
st
a
f
f
q
u
a
l
i
t
y
7
.
Emp
l
o
y
e
e
s (
5
)
8
.
G
o
v
e
r
n
a
n
c
e
a
n
d
a
d
mi
n
i
st
r
a
t
i
o
n
8
.
S
t
u
d
e
n
t
q
u
a
l
i
t
y
a
n
d
s
u
p
p
o
r
t
8
.
S
t
u
d
e
n
t
s a
n
d
s
u
p
p
o
r
t
g
i
v
e
n
t
o
s
t
u
d
e
n
t
s
(
5
)
9
.
C
o
n
t
i
n
u
o
u
s re
n
e
w
a
l
9
.
F
a
c
i
l
i
t
i
e
s
a
n
d
i
n
f
r
a
st
r
u
c
t
u
r
e
9
.
F
a
c
i
l
i
t
i
e
s
a
n
d
e
q
u
i
p
m
e
n
t
(
5
)
10
.
Q
u
a
l
i
t
y
e
n
h
a
n
c
e
m
e
n
t
10
.
Q
u
a
l
i
t
y
i
m
p
r
o
v
e
m
e
n
t
(
6
)
11
.
O
u
t
p
u
t
11
.
S
t
u
d
e
n
t
o
u
t
c
o
mes
(
5
)
2
.
2
.
Co
nte
x
t
a
nd
pa
rt
icipa
nt
s
T
h
is
s
tu
d
y
was
co
n
d
u
cted
a
t
PNTU
,
a
p
u
b
lic
in
s
titu
tio
n
in
Ho
C
h
i
Min
h
C
ity
,
Viet
n
am
.
T
h
e
u
n
iv
er
s
ity
o
f
f
er
s
m
aster
’
s
p
r
o
g
r
am
s
i
n
1
1
h
ea
lth
ca
r
e
f
ield
s
,
d
ev
elo
p
e
d
in
ac
co
r
d
a
n
ce
with
n
atio
n
al
f
r
am
ewo
r
k
s
s
et
b
y
th
e
MO
E
T
r
eg
ar
d
in
g
cr
ed
it
s
tr
u
ctu
r
e
an
d
th
e
b
alan
ce
b
etwe
en
th
eo
r
y
an
d
p
r
ac
tice.
Po
s
tg
r
ad
u
ate
m
ed
ical
e
d
u
ca
t
io
n
in
Vietn
am
s
h
ar
es
n
o
ta
b
le
s
im
ilar
ities
with
tr
ain
in
g
m
o
d
els
in
o
th
e
r
So
u
th
ea
s
t
Asi
an
co
u
n
tr
ies,
m
o
s
t
o
f
th
em
u
s
e
a
m
o
d
u
lar
,
c
r
ed
it
-
b
ased
s
y
s
tem
.
T
h
e
p
r
o
g
r
am
s
ar
e
ty
p
ically
d
iv
id
ed
in
to
co
r
e
m
o
d
u
les,
s
p
ec
ialty
r
o
tatio
n
s
,
an
d
a
f
in
al
r
esear
ch
p
r
o
ject
o
r
d
is
s
er
tatio
n
.
T
h
er
e
is
a
s
tr
o
n
g
em
p
h
asis
o
n
clin
ical
im
m
er
s
i
o
n
a
n
d
c
o
m
m
u
n
ity
-
b
ased
lear
n
in
g
[
1
0
]
.
T
h
e
p
o
s
tg
r
ad
u
ate
c
u
r
r
icu
lu
m
at
PNTU
em
p
h
asizes
b
o
th
ac
a
d
em
ic
k
n
o
wled
g
e
a
n
d
h
an
d
s
-
o
n
clin
ical
s
k
ills
.
L
ea
r
n
er
s
ar
e
tr
ai
n
ed
in
a
d
y
n
am
ic
en
v
ir
o
n
m
en
t
t
h
at
in
teg
r
ates
m
o
d
er
n
m
ed
icin
e
with
c
o
m
m
u
n
ity
h
ea
lth
ca
r
e,
in
c
o
llab
o
r
ati
o
n
with
Vietn
am
’
s
lead
in
g
p
u
b
lic
h
o
s
p
itals
.
T
o
e
ar
n
a
m
aster
’
s
d
e
g
r
ee
,
s
tu
d
en
t
s
m
u
s
t
co
m
p
lete
6
0
cr
e
d
its
ac
r
o
s
s
th
r
ee
m
o
d
u
les:
b
asic,
s
p
ec
ialis
t,
an
d
a
1
2
-
c
r
ed
it
th
esis
.
C
lin
ical
r
o
tatio
n
s
co
v
er
k
e
y
s
p
ec
ialties
s
u
ch
as
in
ter
n
al
m
ed
icin
e
,
p
ed
iatr
ics,
o
b
s
tetr
ics
-
g
y
n
ec
o
l
o
g
y
,
s
u
r
g
e
r
y
,
an
d
in
f
ec
tio
u
s
d
is
ea
s
e
s
,
with
o
p
p
o
r
tu
n
ities
to
en
g
ag
e
in
in
ter
n
atio
n
ally
f
u
n
d
ed
p
r
o
jects
an
d
co
lla
b
o
r
ativ
e
r
esear
ch
.
T
h
is
im
m
er
s
iv
e
tr
ain
i
n
g
aim
s
to
p
r
o
d
u
ce
co
m
p
eten
t p
h
y
s
ician
s
with
ad
v
an
ce
d
clin
ical
ex
p
er
tis
e,
cr
itical
th
in
k
in
g
,
an
d
p
r
o
f
ess
io
n
al
in
teg
r
ity
.
W
e
co
n
d
u
cted
a
co
n
v
e
n
ien
t
s
am
p
lin
g
o
f
1
5
1
lectu
r
er
s
wh
o
h
ad
r
ec
en
tly
eith
er
d
ir
ec
tly
i
n
v
o
lv
e
d
in
o
r
p
r
o
v
i
d
ed
s
u
p
p
o
r
t
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
m
aster
’
s
d
eg
r
ee
p
r
o
g
r
am
.
Par
ticip
an
ts
in
th
is
s
tu
d
y
wer
e
lectu
r
er
s
at
PNTU
,
in
clu
d
in
g
b
o
th
f
u
ll
-
tim
e
f
ac
u
lty
m
em
b
e
r
s
an
d
ad
ju
n
ct
lectu
r
er
s
wh
o
w
er
e
o
f
ten
p
h
y
s
ician
s
f
r
o
m
m
ajo
r
h
o
s
p
itals
.
Facu
lty
m
em
b
e
r
s
wer
e
o
f
f
e
r
ed
th
e
o
p
p
o
r
tu
n
ity
to
p
a
r
ticip
ate
in
tr
ain
in
g
wo
r
k
s
h
o
p
s
o
n
cu
r
r
icu
lu
m
d
esig
n
,
wh
ich
c
o
v
er
ed
th
e
d
ev
el
o
p
m
en
t
o
f
lear
n
in
g
o
u
tc
o
m
es,
th
e
cr
ea
tio
n
o
f
ass
ess
m
en
t
to
o
ls
b
ased
o
n
r
u
b
r
ics,
an
d
th
e
d
is
s
em
in
atio
n
o
f
r
eg
u
latio
n
s
o
n
e
d
u
ca
tio
n
al
QA.
2.
3
.
Da
t
a
a
cquis
it
io
n
T
o
en
s
u
r
e
t
h
e
v
ali
d
it
y
o
f
t
h
e
r
es
ea
r
c
h
f
in
d
i
n
g
s
,
th
e
s
u
r
v
e
y
in
s
t
r
u
m
en
t
was
m
et
ic
u
l
o
u
s
l
y
d
e
v
e
lo
p
ed
b
as
ed
o
n
t
h
e
1
1
s
p
e
ci
f
ic
c
r
i
te
r
ia
f
o
r
t
r
a
in
in
g
p
r
o
g
r
am
a
cc
r
e
d
itati
o
n
m
an
d
ate
d
b
y
t
h
e
MO
E
T
o
f
V
iet
n
a
m
.
T
h
is
d
i
r
e
ct
ali
g
n
m
en
t w
it
h
o
f
f
ici
al
n
at
io
n
al
s
ta
n
d
a
r
d
s
e
n
s
u
r
es
th
e
ap
p
r
o
p
r
ia
te
n
ess
o
f
t
h
e
s
u
r
v
e
y
co
n
t
en
t
f
o
r
ass
ess
in
g
th
e
in
te
n
d
e
d
c
o
n
s
tr
u
cti
o
n
s
.
Mo
r
e
o
v
e
r
,
t
h
ese
c
r
it
e
r
ia
h
a
v
e
p
r
e
v
i
o
u
s
l
y
b
ee
n
s
h
o
w
n
t
o
b
e
s
t
r
u
ct
u
r
al
ly
an
d
co
n
c
e
p
t
u
all
y
ali
g
n
e
d
w
it
h
r
eg
i
o
n
al
f
r
a
m
ew
o
r
k
s
,
p
a
r
ti
c
u
la
r
l
y
th
e
AUN
-
QA
m
o
d
el
[
1
1
]
,
t
h
e
r
eb
y
s
u
p
p
o
r
ti
n
g
t
h
e
b
r
o
ad
er
a
p
p
lic
ab
ili
ty
an
d
ac
a
d
e
m
ic
r
ele
v
a
n
ce
o
f
th
e
n
at
io
n
al
f
r
a
m
e
wo
r
k
.
Fo
r
r
el
ia
b
il
it
y
,
t
h
e
s
u
r
v
e
y
u
til
ize
d
a
co
n
s
is
ten
t 7
-
p
o
in
t L
i
k
er
t scale
ac
r
o
s
s
all
1
1
cr
iter
ia,
a
wid
e
ly
ac
ce
p
ted
m
eth
o
d
f
o
r
q
u
an
tit
ativ
e
ass
es
s
m
en
t
.
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
C
u
r
r
icu
lu
m
ed
u
ca
to
r
s
’
p
erceive
d
ch
a
llen
g
es in
a
p
p
lyin
g
q
u
a
lity a
s
s
ess
men
t c
r
iter
ia
(
Th
i
-
Th
u
y
-
Du
n
g
N
g
o
)
4583
T
h
e
1
1
ass
ess
m
en
t
cr
iter
ia
wer
e
in
co
r
p
o
r
ated
in
an
o
n
l
in
e
s
u
r
v
ey
.
Par
ticip
an
ts
f
ir
s
t
p
r
o
v
id
e
d
d
em
o
g
r
a
p
h
ic
d
ata
b
e
f
o
r
e
ass
ess
in
g
ea
ch
o
f
th
e
1
1
c
r
iter
ia
b
ased
o
n
th
eir
lev
el
o
f
ag
r
ee
m
en
t
r
eg
ar
d
in
g
th
e
d
if
f
icu
lty
o
f
p
r
ac
tical
im
p
lem
en
tatio
n
,
u
s
in
g
a
7
-
p
o
in
t
L
ik
er
t
s
ca
le,
wh
er
e
1
in
d
icate
d
‘
s
tr
o
n
g
ag
r
ee
m
en
t
wit
h
h
ig
h
d
i
f
f
icu
lty
i
n
im
p
lem
e
n
tatio
n
’
an
d
7
in
d
icate
d
‘
ea
s
e
o
f
im
p
lem
en
tatio
n
with
m
in
im
al
d
if
f
icu
lty
’
.
R
esp
o
n
s
es
o
n
th
e
7
-
p
o
in
t
L
ik
er
t
s
ca
le
wer
e
n
u
m
er
ically
co
d
ed
f
r
o
m
1
to
7
an
d
tr
ea
ted
as
ap
p
r
o
x
im
atel
y
in
ter
v
al
d
ata,
en
ab
li
n
g
t
h
e
co
m
p
u
tatio
n
o
f
m
ea
n
s
co
r
es
ac
r
o
s
s
m
u
ltip
le
item
s
m
ea
s
u
r
in
g
th
e
s
am
e
co
n
s
tr
u
ct.
T
h
is
p
r
ac
tice
is
wid
el
y
ac
ce
p
ted
in
ed
u
ca
tio
n
al
a
n
d
h
ea
lth
r
esear
ch
wh
en
L
ik
er
t
-
s
ca
le
item
s
f
o
r
m
a
co
h
e
r
en
t
s
ca
le
with
ac
ce
p
tab
le
in
ter
n
al
co
n
s
is
ten
cy
[
1
2
]
.
Fo
r
ea
c
h
cr
iter
io
n
,
th
e
m
ea
n
s
co
r
e
was
ca
lcu
lated
b
y
av
er
ag
in
g
all
in
d
iv
id
u
al
r
esp
o
n
s
es.
Stan
d
ar
d
s
with
lo
wer
m
ea
n
s
co
r
es
wer
e
p
er
ce
iv
e
d
as
m
o
r
e
ch
allen
g
in
g
,
wh
er
ea
s
th
o
s
e
with
h
i
g
h
er
s
co
r
es
wer
e
co
n
s
id
er
e
d
ea
s
ier
to
im
p
lem
en
t
in
p
r
ac
tice.
T
o
c
o
m
p
lem
en
t
th
e
m
ea
n
s
co
r
es,
th
e
p
er
ce
n
tag
e
d
is
tr
ib
u
tio
n
o
f
r
esp
o
n
s
es
ac
r
o
s
s
th
e
7
-
p
o
in
t
s
ca
le
was
also
ca
lcu
lat
ed
an
d
p
r
esen
ted
in
f
ig
u
r
es
to
v
is
u
alize
r
esp
o
n
s
e
p
atter
n
s
.
Fu
r
th
er
m
o
r
e
,
ad
d
it
io
n
al
d
ata
was
g
ath
er
ed
r
eg
a
r
d
in
g
p
ar
ticip
a
n
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
ch
allen
g
es
ass
o
ciate
d
with
ea
ch
cr
i
ter
io
n
,
th
eir
p
r
i
o
r
e
n
g
ag
e
m
e
n
t
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
o
r
tr
ain
in
g
p
r
o
g
r
am
s
,
an
d
th
e
k
ey
f
ac
to
r
s
co
n
tr
ib
u
tin
g
to
th
e
d
if
f
icu
lties
in
alig
n
in
g
th
e
tr
ain
in
g
p
r
o
g
r
a
m
with
estab
lis
h
ed
s
tan
d
ar
d
s
.
T
h
e
q
u
an
titativ
e
d
ata
wer
e
a
n
aly
ze
d
d
escr
ip
tiv
ely
,
s
u
ch
a
s
th
e
m
ea
n
o
f
th
e
r
atin
g
,
w
h
ich
was
in
ter
p
r
eted
as
s
tr
o
n
g
ag
r
ee
m
e
n
t
th
at
th
e
cr
iter
io
n
p
o
s
es
n
o
ta
b
le
ch
allen
g
es
i
n
m
aster
’
s
d
eg
r
ee
im
p
lem
en
tatio
n
at
PNTU
wh
en
th
e
m
ea
n
s
co
r
e
was b
elo
w
4
.
A
co
m
p
a
r
ativ
e
an
aly
s
is
was c
o
n
d
u
cted
to
ex
a
m
in
e
d
if
f
er
e
n
ce
s
in
p
er
ce
iv
ed
im
p
lem
en
tatio
n
d
if
f
icu
lty
.
A
C
h
i
-
s
q
u
ar
e
test
o
f
in
d
ep
en
d
e
n
ce
was
p
er
f
o
r
m
e
d
to
d
eter
m
in
e
wh
eth
e
r
th
er
e
was
a
s
tatis
tically
s
ig
n
if
ican
t
ass
o
ciatio
n
b
etwe
en
g
r
o
u
p
s
o
f
p
ar
ticip
an
ts
with
d
if
f
er
en
t
ch
ar
ac
ter
is
tics
.
T
h
ese
test
s
h
elp
id
en
tify
f
ac
to
r
s
th
at
co
n
tr
ib
u
te
to
g
en
er
atin
g
d
if
f
er
en
t
co
n
s
en
s
u
s
o
n
ap
p
l
y
in
g
th
ese
cr
iter
ia
to
th
e
d
esig
n
o
f
a
m
ed
ical
m
aster
’
s
p
r
o
g
r
a
m
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
P
a
rt
icipa
nts
A
to
tal
o
f
1
5
1
lectu
r
er
s
p
ar
tici
p
ated
in
th
e
s
tu
d
y
,
with
m
ales
co
m
p
r
is
in
g
n
ea
r
ly
twice
th
e
p
r
o
p
o
r
tio
n
o
f
f
em
ales
(
6
3
.
6
%
v
s
.
3
6
.
4
%),
as
s
h
o
wn
in
T
ab
le
2
.
T
h
e
ag
e
d
is
tr
ib
u
tio
n
was
alm
o
s
t
eq
u
al,
in
d
icatin
g
p
ar
ticip
atio
n
f
r
o
m
b
o
th
y
o
u
n
g
er
(
<4
0
y
ea
r
s
:
4
9
.
7
%)
an
d
o
ld
er
(
≥
4
0
y
ea
r
s
:
5
0
.
3
%)
ac
a
d
em
ic
s
taf
f
s
.
Mo
s
t
r
esp
o
n
d
en
ts
wer
e
f
u
ll
-
tim
e
lectu
r
er
s
,
wh
ile
ad
ju
n
ct
(
7
.
9
%),
co
n
cu
r
r
e
n
t
(
2
.
6
%),
an
d
r
etir
ed
teac
h
in
g
s
taf
f
(
1
.
3
%)
ac
co
u
n
ted
f
o
r
a
s
m
all
p
r
o
p
o
r
tio
n
.
I
n
ter
m
s
o
f
q
u
a
lific
atio
n
s
,
th
e
m
ajo
r
ity
h
eld
a
m
aster
’
s
d
eg
r
ee
(
6
3
.
6
%)
o
r
h
ig
h
er
.
No
tab
ly
,
m
o
s
t
p
ar
ticip
an
ts
h
a
d
co
m
p
leted
at
least
o
n
e
p
r
o
f
ess
io
n
al
s
p
ec
ializatio
n
,
with
s
p
ec
ialis
t
I
I
(
4
0
.
4
%)
b
ei
n
g
th
e
m
o
s
t
c
o
m
m
o
n
.
R
eg
ar
d
in
g
teac
h
in
g
e
x
p
er
ien
ce
,
7
4
.
2
%
wer
e
in
v
o
l
v
ed
in
clin
ical
p
r
ac
tice,
5
7
.
0
%
in
cl
ass
r
o
o
m
-
b
ased
th
e
o
r
etica
l
tea
ch
in
g
,
a
n
d
8
.
6
%
in
lab
o
r
ato
r
y
in
s
tr
u
ctio
n
.
T
h
is
s
tu
d
y
co
llected
f
ee
d
b
ac
k
o
n
a
m
aster
’
s
lev
el
m
e
d
ical
tr
ain
in
g
p
r
o
g
r
am
;
th
e
r
ef
o
r
e,
th
e
m
ajo
r
it
y
o
f
p
ar
ticip
atin
g
lectu
r
er
s
h
eld
a
m
aster
’
s
d
eg
r
ee
o
r
h
ig
h
er
(
ac
co
u
n
tin
g
f
o
r
8
8
.
1
%).
I
n
ad
d
itio
n
,
m
o
s
t
lectu
r
er
s
also
p
o
s
s
ess
ed
a
s
p
ec
iali
s
t
l
e
v
el
I
m
ed
ical
d
e
g
r
ee
o
r
h
i
g
h
er
,
wh
ic
h
r
ef
lects
th
e
ad
v
an
ce
d
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
co
m
m
o
n
ly
r
e
q
u
i
r
ed
f
o
r
teac
h
in
g
in
th
is
f
ield
.
T
h
is
also
ex
p
lain
s
wh
y
o
n
l
y
7
o
u
t o
f
1
5
1
lectu
r
e
r
s
wer
e
u
n
d
er
3
0
y
ea
r
s
o
ld
,
wh
ile
5
0
.
3
% we
r
e
a
g
ed
4
0
y
ea
r
s
o
r
ab
o
v
e
.
T
h
e
r
elativ
ely
b
alan
ce
d
a
g
e
d
i
s
tr
ib
u
tio
n
s
u
g
g
ests
a
m
ix
o
f
less
an
d
m
o
r
e
ex
p
er
ien
ce
d
ed
u
c
ato
r
s
.
T
h
is
f
in
d
in
g
is
also
co
n
s
is
ten
t
with
th
e
Vietn
am
ese
leg
al
r
e
g
u
l
atio
n
s
o
n
lectu
r
e
r
q
u
alif
icatio
n
s
f
o
r
th
e
h
ea
lth
s
cien
ce
s
ec
to
r
.
L
ec
tu
r
er
s
in
th
e
f
ield
o
f
m
e
d
icin
e
ar
e
r
eq
u
ir
ed
to
m
ee
t
s
p
ec
if
ic
s
tan
d
ar
d
s
in
b
o
th
ac
ad
em
ic
q
u
alif
icatio
n
s
an
d
clin
ical
co
m
p
eten
ce
.
Acc
o
r
d
in
g
to
C
ir
cu
lar
No
.
1
2
/2
0
2
4
/TT
-
B
GDĐT
is
s
u
ed
b
y
th
e
MO
E
T
[
1
3
]
,
th
e
y
m
u
s
t
h
o
ld
at
least
a
m
ed
ical
d
eg
r
ee
an
d
,
f
o
r
p
o
s
tg
r
ad
u
ate
teac
h
in
g
,
a
m
aster
’
s
o
r
d
o
cto
r
al
d
e
g
r
ee
i
n
th
e
r
elev
an
t
d
is
cip
lin
e.
A
d
d
itio
n
ally
,
as
s
tip
u
lated
in
Dec
r
ee
No
.
1
1
1
/2
0
1
7
/ND
-
C
P
[
1
4
]
,
le
ctu
r
er
s
in
v
o
lv
e
d
i
n
clin
ical
teac
h
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im
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.
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cu
r
r
en
t,
an
d
tr
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s
p
ar
en
c
y
[7
]
,
[
15]
.
B
ey
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s
tan
d
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1
,
r
e
s
ea
r
ch
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ac
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d
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cip
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[
1
5
]
.
N
o
tab
ly
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ican
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cr
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with
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v
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5
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p
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s
f
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.
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h
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s
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to
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f
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ally
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g
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p
r
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am
cr
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tio
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,
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d
QA
[
1
5
]
.
Ou
r
cu
r
r
en
t
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itu
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is
q
u
ite
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il
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s
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as
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ly
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ated
in
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r
s
.
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r
th
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r
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r
e,
c
r
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6
.
2
,
wh
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a
d
d
r
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th
e
s
tu
d
en
t
-
to
-
f
ac
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lty
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wo
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k
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r
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r
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r
s
,
also
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h
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th
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r
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lties
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.
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is
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tu
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y
h
as
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lig
h
ted
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e
ex
is
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g
ch
allen
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es
in
im
p
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th
e
MO
E
T
-
QA
Stan
d
ar
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s
f
o
r
th
e
m
aster
's
p
r
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r
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i
n
m
e
d
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u
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.
Me
etin
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th
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s
is
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p
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er
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is
ite
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Vietn
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f
o
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o
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m
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f
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p
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r
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ess
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r
W
FME
ac
cr
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in
b
o
th
th
e
u
n
d
e
r
g
r
ad
u
ate
m
ed
ical
p
r
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r
am
an
d
p
o
s
tg
r
ad
u
ate
tr
ain
i
n
g
.
Alth
o
u
g
h
th
e
n
u
m
b
er
o
f
s
tan
d
ar
d
s
an
d
th
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ter
m
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o
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d
if
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er
,
b
o
th
f
r
am
ewo
r
k
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s
h
ar
e
a
co
m
m
o
n
e
d
u
ca
tio
n
al
p
h
ilo
s
o
p
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y
:
em
p
h
asizin
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clea
r
ly
d
ef
in
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d
ed
u
ca
tio
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al
o
b
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alig
n
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d
with
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ted
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m
es,
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d
en
s
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r
in
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at
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,
f
ac
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ies,
an
d
tea
ch
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m
eth
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d
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ar
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s
tr
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ctu
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to
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u
p
p
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t
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d
en
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in
ac
h
iev
i
n
g
th
ese
o
u
tc
o
m
es
[7
]
,
[
16]
.
Fo
r
ex
am
p
le,
s
tan
d
a
r
d
1
(
p
r
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g
r
am
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b
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n
d
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tco
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c
o
r
r
esp
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to
W
FME
’
s
“m
is
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an
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o
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o
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n
a
d
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2
a
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d
3
(
c
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atch
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p
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to
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lu
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alig
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p
ec
ted
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u
tco
m
es.
MO
E
T
-
QA’
s
s
tan
d
ar
d
4
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I
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Th
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n
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wled
g
e,
cr
itical
th
in
k
in
g
,
a
n
d
p
r
a
ctica
l
ex
p
er
ien
ce
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Fin
ally
,
MO
E
T
’
s
s
tan
d
ar
d
5
(
f
ac
u
lty
)
is
co
n
s
is
ten
t
with
W
FME
’
s
“
s
tu
d
en
ts
”
an
d
“a
c
ad
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ic
s
taf
f
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f
o
cu
s
in
g
o
n
th
e
n
ee
d
f
o
r
q
u
alif
ied
f
ac
u
lty
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d
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n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
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m
en
t.
T
h
e
s
tu
d
y
f
in
d
in
g
s
in
d
icate
th
at,
wh
ile
all
s
tan
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ar
d
s
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h
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d
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er
a
g
e
s
co
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e
ab
o
v
e
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,
a
s
s
h
o
wn
in
Fig
u
r
e
2
,
s
tan
d
ar
d
s
1
,
3
,
4
,
an
d
5
,
as
in
Fig
u
r
e
s
2
(
a
)
a
n
d
2
(
b
),
wer
e
id
en
tifie
d
as
th
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s
e
ass
o
ciate
d
with
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r
ea
ter
ch
allen
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in
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lu
m
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QA
o
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m
e
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ic
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aster
’
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elp
id
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ay
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ir
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o
r
t
o
r
clar
if
icatio
n
d
u
r
in
g
im
p
lem
en
tatio
n
.
L
ig
h
ter
s
h
ad
es
(
s
co
r
es
4
–
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)
ta
k
e
u
p
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la
r
g
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tio
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o
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c
h
b
a
r
wh
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ch
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th
at
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ticip
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ts
m
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s
tly
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ad
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itiv
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o
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e
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tr
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n
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h
e
n
u
m
b
er
o
f
cr
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in
clu
d
ed
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ith
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ea
ch
s
tan
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ar
d
v
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ied
.
B
ased
o
n
p
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ticip
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’
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atin
g
s
o
f
ag
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ee
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en
t
with
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h
e
d
if
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icu
lty
o
f
im
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lem
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n
(
m
ea
s
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r
ed
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s
in
g
a
7
-
p
o
in
t
L
ik
e
r
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s
ca
le)
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th
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s
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r
e
f
o
r
ea
c
h
cr
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d
is
p
la
y
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in
Fig
u
r
e
2
.
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o
s
t
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th
e
r
esp
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s
es
f
all
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id
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p
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er
L
ik
er
t
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le
r
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(
4
to
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)
,
in
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g
m
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er
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te
to
s
tr
o
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e
n
t
with
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e
o
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ly
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n
g
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ar
d
s
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s
u
g
g
esti
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g
t
h
at
p
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ticip
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ts
d
id
n
o
t
f
in
d
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ig
n
if
ican
t
d
if
f
icu
lties
in
th
eir
im
p
lem
en
tatio
n
.
Fig
u
r
es
2
(
a
)
an
d
2
(
b
)
h
ig
h
lig
h
t
th
at
ce
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tain
s
u
b
-
cr
iter
i
o
n
n
a
m
ely
1
.
3
,
3
.
3
,
4
.
3
,
a
n
d
5
.
3
—
h
ad
a
s
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h
tly
h
ig
h
er
p
r
o
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o
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l
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w
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r
es
(
p
a
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ly
s
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e
1
)
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t
h
e
n
ee
d
f
o
r
m
o
r
e
tar
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d
s
u
p
p
o
r
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Fig
u
r
es
2(
c
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an
d
2(
d
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,
wh
ic
h
d
ep
ict
s
tan
d
ar
d
s
o
n
r
eso
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ce
s
a
n
d
q
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en
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s
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w
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ilar
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s
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d
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s
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h
with
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iatio
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o
m
e
s
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b
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cr
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T
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e
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ce
n
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f
p
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ts
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n
s
id
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ed
th
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cr
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ia
d
if
f
i
cu
lt
to
im
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lem
en
t
(
with
a
s
co
r
e
b
elo
w
4
)
r
ea
ch
e
d
n
ea
r
ly
4
0
%,
h
ig
h
lig
h
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g
a
n
ee
d
f
o
r
f
u
r
th
er
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if
icatio
n
o
r
ca
p
ac
ity
-
b
u
ild
in
g
.
Fig
u
r
e
2
.
Per
ce
n
ta
g
e
d
is
tr
ib
u
ti
o
n
o
f
r
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o
n
s
es in
p
e
r
ce
iv
ed
d
if
f
icu
lty
lev
els in
im
p
lem
e
n
tin
g
cr
iter
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ac
r
o
s
s
11
s
tan
d
ar
d
s
,
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n
clu
d
in
g
(
a)
lea
r
n
in
g
o
u
tco
m
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n
d
cu
r
r
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lu
m
;
(
b
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h
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n
g
,
lear
n
in
g
,
an
d
s
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d
en
t a
s
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ess
m
en
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(
c)
h
u
m
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n
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QA
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n
d
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n
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o
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s
im
p
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m
en
t
3
.
3
.
Cha
lleng
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pp
ly
ing
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a
c
ro
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1
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3
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3
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3
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3
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an
d
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2
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p
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ass
o
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eg
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if
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icu
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a
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ac
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with
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tain
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p
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tr
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r
eso
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with
estab
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h
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ed
u
ca
tio
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ch
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g
e
liter
atu
r
e.
Fo
r
in
s
tan
ce
,
R
o
g
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s
’
d
if
f
u
s
io
n
o
f
in
n
o
v
atio
n
th
e
o
r
y
[
1
7
]
s
u
g
g
ests
th
at
wh
ile
y
o
u
n
g
e
r
in
d
iv
id
u
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m
ay
b
e
ea
r
ly
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p
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s
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s
o
m
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ea
s
(
e.
g
.
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tech
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o
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)
,
t
h
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en
co
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ltu
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wh
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p
r
ac
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tr
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itio
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ally
h
ier
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r
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in
s
titu
tio
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s
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C
o
n
v
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s
ely
,
th
e
ef
f
ec
ti
v
en
ess
o
f
r
elev
an
t
tr
ain
in
g
alig
n
s
with
Ko
tter
[
1
8
]
em
p
h
asis
o
n
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
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d
em
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o
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m
e
n
t
as
cr
u
cial
elem
en
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f
o
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cc
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u
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M
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A
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/
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n
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Fig
u
r
e
3
.
Per
ce
n
ta
g
e
o
f
p
ar
tici
p
an
ts
r
ep
o
r
tin
g
d
if
f
icu
lty
in
a
p
p
ly
in
g
q
u
ality
ass
ess
m
en
t c
r
iter
ia
by
d
em
o
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r
a
p
h
ic
an
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tr
ain
in
g
ch
ar
ac
ter
is
tics
Stan
d
ar
d
1
.
3
r
eq
u
ir
es
clea
r
ly
d
ef
in
ed
,
m
ea
s
u
r
ab
le
p
r
o
g
r
a
m
o
b
jectiv
es
an
d
lear
n
i
n
g
o
u
tco
m
es
th
at
alig
n
with
s
o
cieta
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n
ee
d
s
an
d
p
r
o
f
ess
io
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al
r
eq
u
ir
em
e
n
ts
an
d
ar
e
p
u
b
licly
d
is
clo
s
ed
.
Acc
o
r
d
in
g
to
Or
aiso
n
et
a
l.
[
1
9
]
,
p
r
o
g
r
am
e
d
u
ca
tio
n
al
o
b
jectiv
es
s
h
o
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ld
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e
d
esig
n
ed
to
e
n
s
u
r
e
th
at
g
r
ad
u
ates
ar
e
eq
u
ip
p
ed
40%
24%
28%
32%
27%
57%
53%
26%
32%
21%
46%
39%
25%
17%
40%
25%
22%
33%
30%
57%
61%
26%
32%
18%
46%
42%
27%
16%
41%
25%
28%
36%
20%
57%
53%
35%
32%
21%
38%
48%
27%
25%
40%
25%
22%
35%
23%
57%
56%
30%
32%
20%
52%
43%
26%
19%
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
C
u
r
r
icu
lu
m
ed
u
ca
to
r
s
’
p
erceive
d
ch
a
llen
g
es in
a
p
p
lyin
g
q
u
a
lity a
s
s
ess
men
t c
r
iter
ia
(
Th
i
-
Th
u
y
-
Du
n
g
N
g
o
)
4587
with
n
o
t
o
n
ly
ad
v
an
ce
d
t
h
eo
r
etica
l
k
n
o
wled
g
e
b
u
t
also
p
r
a
ctica
l
s
k
ills
th
at
ar
e
in
d
em
an
d
in
th
e
jo
b
m
ar
k
et.
Su
p
p
o
r
tin
g
co
m
p
eten
cy
-
b
ased
m
ed
ical
ed
u
ca
tio
n
r
e
q
u
ir
e
s
a
cr
itical
ex
am
in
atio
n
o
f
f
u
tu
r
e
lear
n
er
an
d
co
m
m
u
n
ity
n
ee
d
s
,
f
o
llo
wed
b
y
th
e
d
esig
n
o
f
s
u
p
p
o
r
tiv
e
s
y
s
tem
s
[
2
0
]
.
Similar
ly
,
o
u
r
PLOs
also
en
co
m
p
ass
th
e
in
teg
r
atio
n
o
f
ad
v
a
n
ce
d
k
n
o
wled
g
e
an
d
s
p
ec
ialized
tech
n
iq
u
es
in
th
e
m
e
d
ical
f
ield
,
wh
ich
m
ay
in
cr
ea
s
e
th
e
co
m
p
lex
ity
as
t
h
ese
k
n
o
wled
g
e
an
d
s
k
ills
ar
e
r
elate
d
to
h
u
m
an
life
.
T
h
is
alig
n
m
en
t
with
s
tak
eh
o
ld
e
r
s
’
ex
p
ec
tatio
n
s
en
h
an
ce
s
th
e
e
m
p
lo
y
ab
ilit
y
o
f
g
r
ad
u
ates.
T
h
is
in
cr
ea
s
es
th
e
ch
allen
g
e
f
o
r
in
s
tr
u
cto
r
s
in
th
e
p
r
o
ce
s
s
o
f
d
esig
n
in
g
th
e
lear
n
in
g
o
u
tco
m
es
to
en
s
u
r
e
th
at
th
e
p
r
o
g
r
am
s
r
em
ain
r
elev
a
n
t
in
a
r
ap
id
ly
ch
an
g
in
g
p
r
o
f
ess
io
n
al
lan
d
s
ca
p
e
–
a
ch
a
llen
g
e
th
at
h
as
also
b
ee
n
n
o
t
ed
in
tr
ain
in
g
p
r
o
g
r
am
s
with
in
o
th
er
ac
a
d
em
ic
d
is
cip
lin
es o
r
f
ield
s
[
2
1
]
.
L
i
k
e
s
ta
n
d
a
r
d
1
,
t
h
e
m
ea
n
s
co
r
e
o
f
s
ta
n
d
a
r
d
3
i
n
o
u
r
s
t
u
d
y
was
als
o
r
el
ati
v
e
ly
l
o
w
c
o
m
p
ar
ed
t
o
t
h
e
o
t
h
e
r
s
ta
n
d
a
r
d
s
.
A
m
o
n
g
th
ese
,
cr
ite
r
i
o
n
3
.
3
w
as
id
e
n
ti
f
ie
d
b
y
m
a
n
y
in
s
tr
u
c
to
r
s
as
p
a
r
ti
c
u
la
r
l
y
c
h
a
lle
n
g
i
n
g
.
C
ir
cu
lar
No
.
0
4
/2
0
1
6
/TT
-
B
GDĐT
h
ig
h
lig
h
ts
cr
iter
ia
f
o
r
cu
r
r
icu
lu
m
d
esig
n
as
th
e
p
r
o
g
r
a
m
’
s
cu
r
r
icu
lu
m
m
u
s
t
b
e
lo
g
ically
s
tr
u
ctu
r
ed
,
alig
n
e
d
with
its
ex
p
ec
te
d
lear
n
in
g
o
u
tco
m
es,
an
d
r
e
g
u
lar
ly
u
p
d
ate
d
to
m
ee
t
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
d
em
an
d
s
[
7
]
.
I
n
p
ar
tic
u
lar
,
s
tan
d
ar
d
3
.
3
em
p
h
asizes
th
at
th
e
cu
r
r
icu
lu
m
s
h
o
u
ld
f
o
llo
w
a
co
h
er
en
t
s
tr
u
ctu
r
e,
en
s
u
r
e
l
o
g
ical
co
u
r
s
e
s
eq
u
en
ci
n
g
,
an
d
in
teg
r
ate
u
p
d
ated
r
elev
a
n
t
co
n
ten
t.
On
e
o
f
th
e
p
r
im
ar
y
ch
allen
g
es
in
alig
n
in
g
th
ese
elem
e
n
ts
is
b
alan
cin
g
th
e
lo
n
g
-
ter
m
asp
ir
atio
n
s
o
u
t
lin
ed
in
th
e
v
is
io
n
with
th
e
p
r
ac
tical
co
n
s
tr
ain
ts
o
f
e
d
u
ca
tio
n
al
p
r
o
g
r
am
d
eliv
er
y
[
2
2
]
.
T
h
e
d
is
tin
ctiv
e
n
atu
r
e
o
f
th
e
h
ea
lth
ca
r
e
s
ec
to
r
m
ay
a
m
p
li
f
y
th
ese
d
i
f
f
i
cu
l
ties
.
T
h
e
e
m
e
r
g
e
n
c
e
o
f
r
ec
en
t
p
a
n
d
e
m
ics
,
t
h
e
s
h
if
ts
in
d
i
s
ea
s
e
p
at
te
r
n
s
,
a
n
d
th
e
r
a
p
id
s
o
c
ial
tr
an
s
f
o
r
m
a
ti
o
n
s
h
a
v
e
p
o
s
e
d
a
d
d
iti
o
n
a
l
c
h
al
len
g
es
f
o
r
m
ed
ica
l
e
d
u
ca
ti
o
n
an
d
t
r
a
in
in
g
,
w
h
ile
ed
u
c
ati
o
n
al
p
r
o
c
ess
es
i
n
cl
u
d
i
n
g
cu
r
r
ic
u
l
u
m
d
e
v
e
lo
p
m
e
n
t
a
r
e
s
lo
w.
T
h
e
q
u
esti
o
n
o
f
h
o
w
t
o
d
esi
g
n
c
u
r
r
i
c
u
l
u
m
co
n
t
en
t t
h
at
m
ee
ts
t
h
e
n
ee
d
s
o
f
2
1
s
t
-
c
e
n
t
u
r
y
s
o
cie
ties
c
o
n
ti
n
u
es t
o
b
e
a
m
a
jo
r
c
o
n
ce
r
n
f
o
r
i
n
s
tr
u
ct
o
r
s
.
W
h
at
is
d
i
f
f
ic
u
l
t,
h
o
w
e
v
e
r
,
is
th
e
r
a
p
i
d
e
v
o
l
u
ti
o
n
o
f
t
h
e
h
ea
lt
h
ca
r
e
d
eli
v
e
r
y
s
y
s
t
em
,
in
c
lu
d
i
n
g
t
h
e
ex
p
a
n
s
i
o
n
o
f
t
h
e
p
r
iv
ate
h
ea
lt
h
ca
r
e
s
e
ct
o
r
a
n
d
t
h
e
c
h
an
g
i
n
g
e
x
p
ec
t
ati
o
n
s
o
f
p
ati
en
ts
,
s
o
ci
et
y
,
a
n
d
p
o
lic
y
m
a
k
e
r
s
,
w
h
o
d
em
an
d
g
r
ea
t
er
v
al
u
e
i
n
h
ea
l
th
ca
r
e
[
2
3
]
.
Fo
r
e
x
am
p
l
e,
h
ea
lt
h
s
y
s
t
em
s
a
cr
o
s
s
th
e
wo
r
l
d
a
r
e
em
p
h
asi
zi
n
g
a
s
h
i
f
t
t
o
wa
r
d
h
i
g
h
-
v
a
lu
e
a
n
d
c
o
s
t
-
e
f
f
e
cti
v
e
ca
r
e
an
d
m
a
k
i
n
g
e
x
p
li
cit
t
h
e
n
e
ed
t
o
e
m
b
r
ac
e
p
o
p
u
l
ati
o
n
s
o
f
p
ati
e
n
ts
w
h
e
n
p
r
o
v
i
d
i
n
g
ca
r
e
[
2
4
]
.
T
o
e
f
f
ec
ti
v
el
y
a
d
d
r
ess
t
h
ese
i
n
t
r
i
ca
te
c
h
al
le
n
g
es
,
it
is
in
c
u
m
b
e
n
t
u
p
o
n
m
e
d
i
ca
l
e
d
u
c
ato
r
s
,
lea
d
er
s
,
a
n
d
p
o
lic
y
m
a
k
e
r
s
t
o
c
u
l
ti
v
at
e
u
n
o
r
t
h
o
d
o
x
c
o
n
ce
p
t
u
al
iza
ti
o
n
s
[
2
5
]
.
T
h
e
co
m
p
le
x
ity
an
d
s
p
ec
if
icit
y
o
f
m
e
d
ical
k
n
o
wled
g
e
r
eq
u
i
r
e
n
o
t
o
n
ly
th
eo
r
etica
l
u
n
d
e
r
s
tan
d
in
g
b
u
t
also
th
e
m
aster
y
o
f
clin
ical
s
k
ills
an
d
cr
itical
d
ec
is
io
n
-
m
ak
i
n
g
[
2
6
]
,
wh
ic
h
a
r
e
o
f
ten
d
if
f
ic
u
lt
to
f
u
lly
d
ev
el
o
p
th
r
o
u
g
h
co
n
v
en
tio
n
al
teac
h
in
g
ap
p
r
o
ac
h
es
-
s
tan
d
a
r
d
4
—
teac
h
in
g
an
d
lear
n
in
g
m
eth
o
d
s
.
Ad
d
itio
n
ally
,
cr
ea
tin
g
au
th
en
tic
lear
n
in
g
e
n
v
ir
o
n
m
e
n
ts
th
at
allo
w
s
tu
d
en
ts
to
en
g
ag
e
in
r
ea
l
-
life
clin
ical
ex
p
er
i
en
ce
s
is
co
n
s
tr
ain
ed
b
y
lim
ited
p
atien
t
ac
ce
s
s
,
eth
i
ca
l
co
n
s
id
er
atio
n
s
,
an
d
r
eso
u
r
ce
av
ailab
ilit
y
,
wh
ich
is
r
ea
s
o
n
ab
le
to
b
e
in
h
e
r
en
t
ch
allen
g
es
at
PNTU
in
Vietn
a
m
–
a
lo
w
–
m
id
d
le
-
i
n
co
m
e
co
u
n
tr
y
.
At
PNTU
,
m
o
s
t
o
f
th
e
ad
ju
n
ct
lectu
r
er
s
ar
e
h
ig
h
ly
s
k
illed
m
ed
ical
d
o
cto
r
s
,
h
o
ld
in
g
s
p
ec
ialis
t
lev
el
I
an
d
l
ev
el
I
I
q
u
alif
icatio
n
s
.
Ho
we
v
er
,
th
e
p
r
o
p
o
r
tio
n
o
f
lectu
r
e
r
s
with
d
o
cto
r
al
d
eg
r
ee
s
is
r
elativ
ely
lo
w.
T
h
e
s
h
o
r
tag
e
o
f
q
u
alif
ied
clin
ical
in
s
tr
u
cto
r
s
,
esp
ec
ially
th
o
s
e
p
r
o
f
icien
t
in
m
o
d
er
n
p
e
d
ag
o
g
ical
tech
n
i
q
u
es,
f
u
r
th
e
r
ex
ac
er
b
ates
th
e
s
itu
atio
n
.
On
ly
5
1
%
o
f
f
ac
u
lty
i
n
E
ast
an
d
So
u
th
ea
s
t
Asi
an
d
o
cto
r
al
n
u
r
s
in
g
p
r
o
g
r
am
s
h
o
ld
d
o
cto
r
al
q
u
alif
icatio
n
s
[
2
7
]
,
an
d
p
r
o
g
r
a
m
s
lik
e
SICME
r
ev
ea
l
th
at
m
a
n
y
h
ea
lth
ed
u
ca
t
o
r
s
in
So
u
th
ea
s
t
Asi
a,
in
clu
d
in
g
Vietn
am
,
lack
tr
ain
in
g
in
co
n
tem
p
o
r
ar
y
clin
ical
p
ed
ag
o
g
ical
tech
n
iq
u
e
[
2
8
]
.
It
i
s
cr
u
cial
to
ac
k
n
o
wled
g
e
th
at
m
o
s
t
p
o
s
tg
r
ad
u
ate
s
tu
d
en
t
s
,
b
ein
g
in
h
er
e
n
tly
o
l
d
er
,
m
a
y
b
e
m
o
r
e
ac
cu
s
to
m
ed
to
tr
ad
itio
n
al
te
ac
h
in
g
an
d
lea
r
n
in
g
m
eth
o
d
s
.
T
h
is
o
f
ten
lead
s
to
d
is
cr
ep
an
cies
b
etwe
en
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
an
d
s
tu
d
en
t
lear
n
i
n
g
p
r
ef
e
r
en
ce
s
,
p
o
ten
tially
h
in
d
er
in
g
ac
a
d
em
i
c
ac
h
iev
em
e
n
t
a
n
d
en
g
ag
em
e
n
t
[
2
9
]
.
As
s
o
m
e
s
tu
d
ies
s
u
g
g
est,
teac
h
er
-
ce
n
ter
e
d
ap
p
r
o
ac
h
es,
ch
ar
ac
ter
ized
b
y
d
id
ac
tic
lectu
r
es
an
d
p
ass
iv
e
lear
n
in
g
,
m
ig
h
t
n
o
t
r
eso
n
ate
with
co
n
tem
p
o
r
ar
y
lear
n
e
r
s
wh
o
ten
d
to
b
en
ef
it
m
o
r
e
f
r
o
m
in
ter
ac
tiv
e,
s
tu
d
en
t
-
ce
n
te
r
ed
m
eth
o
d
o
l
o
g
ies
[
2
9
]
,
[
3
0
]
.
C
o
n
s
eq
u
en
tly
,
a
s
im
ilar
ch
allen
g
e
co
u
ld
ar
is
e
in
wh
ic
h
s
tu
d
en
ts
’
r
elian
ce
o
n
c
o
n
v
e
n
tio
n
al
lear
n
in
g
s
ty
les
co
m
p
lic
ates
th
e
teac
h
in
g
an
d
ass
ess
m
en
t
p
r
o
ce
s
s
es
f
o
r
in
s
tr
u
cto
r
s
em
p
lo
y
i
n
g
m
o
d
er
n
p
ed
ag
o
g
ical
tech
n
iq
u
es.
C
r
iter
io
n
5
.
3
–
T
h
e
im
p
lem
en
t
atio
n
o
f
d
iv
er
s
e
ass
ess
m
en
t
m
eth
o
d
s
en
s
u
r
in
g
v
alid
ity
,
r
elia
b
ilit
y
,
an
d
f
air
n
ess
–
is
a
ce
n
tr
al
elem
en
t
th
at
s
ig
n
if
ican
tly
im
p
ac
ts
th
e
a
v
er
ag
e
s
co
r
e
o
f
s
tan
d
ar
d
5
.
W
h
ile
ac
tiv
e
lear
n
in
g
s
tr
ateg
ies
s
u
ch
as
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
team
-
b
ased
le
ar
n
in
g
,
an
d
s
im
u
latio
n
-
b
ased
tr
ain
in
g
ar
e
h
ig
h
ly
r
ec
o
m
m
en
d
ed
in
m
ed
ical
ed
u
ca
tio
n
,
th
eir
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
d
em
a
n
d
s
s
u
b
s
tan
tial
tim
e,
in
f
r
astru
ctu
r
e,
an
d
in
ter
d
ep
ar
tm
e
n
tal
co
o
r
d
i
n
atio
n
,
wh
ic
h
m
an
y
in
s
titu
tio
n
s
s
till
s
tr
u
g
g
le
to
m
ee
t
[
2
6
]
,
[
30]
.
Mo
r
e
o
v
er
,
th
e
ass
ess
m
en
t
o
f
p
r
ac
tical
c
o
m
p
eten
cies
th
r
o
u
g
h
s
tr
u
ctu
r
ed
an
d
s
tan
d
ar
d
ize
d
m
eth
o
d
s
,
s
u
ch
as
o
b
jectiv
e
s
tr
u
ctu
r
ed
clin
ical
ex
am
in
atio
n
(
OSC
E
)
,
also
p
o
s
es
s
ig
n
if
ican
t
o
r
g
an
izatio
n
al
an
d
lo
g
is
tical
ch
allen
g
es
[
3
1
]
.
R
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
th
e
ac
tiv
e
lear
n
in
g
s
tr
ateg
ies
an
d
ex
am
in
atio
n
ce
n
t
er
ed
o
n
ad
d
r
ess
in
g
ex
am
in
er
b
eh
av
io
r
.
T
h
is
in
v
o
lv
es
p
r
o
v
i
d
in
g
b
etter
tr
ain
in
g
f
o
r
e
x
am
in
er
s
an
d
ac
tiv
ely
wo
r
k
in
g
to
elim
in
at
e
an
y
d
is
cr
im
in
ato
r
y
p
r
ac
tices to
war
d
s
s
tu
d
en
ts
.
T
h
ese
f
in
d
in
g
s
o
f
f
er
s
ig
n
if
ic
an
t
in
s
ig
h
ts
b
ey
o
n
d
th
e
im
m
ed
iate
co
n
tex
t
o
f
Vietn
am
ese
m
ed
ical
ed
u
ca
tio
n
.
B
y
id
en
tif
y
in
g
s
p
e
cif
ic
ch
allen
g
es
in
im
p
lem
en
t
in
g
ac
cr
ed
itatio
n
s
tan
d
ar
d
s
,
th
is
s
tu
d
y
p
r
o
v
id
es
a
v
ital
f
r
am
ewo
r
k
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
co
m
p
lex
ities
f
ac
ed
b
y
lo
w
-
an
d
m
i
d
d
le
-
in
c
o
m
e
co
u
n
tr
ies
(
L
MI
C
s
)
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
5
8
0
-
4
5
9
1
4588
s
tr
iv
in
g
to
en
h
an
ce
th
eir
m
ed
i
ca
l
ed
u
ca
tio
n
q
u
ality
.
Ma
n
y
L
MI
C
s
g
r
ap
p
le
with
s
im
ilar
co
n
s
tr
ain
ts
,
in
clu
d
in
g
r
eso
u
r
ce
lim
itatio
n
s
(
e.
g
.
,
i
n
a
d
eq
u
ate
h
u
m
an
an
d
f
in
a
n
cial
ca
p
ital,
in
f
r
astru
ctu
r
e,
an
d
tec
h
n
o
lo
g
y
)
[
3
2
]
,
an
d
a
s
h
o
r
tag
e
o
f
tr
ain
e
d
p
r
o
f
es
s
io
n
als
o
r
f
ac
u
lty
with
ex
p
e
r
tis
e
in
QA
[
3
3
]
.
Ad
d
itio
n
al
ly
,
o
p
e
r
atio
n
al
an
d
cu
r
r
icu
lu
m
-
r
elate
d
ch
allen
g
es
s
u
ch
as
u
n
clea
r
lear
n
i
n
g
o
u
tco
m
es,
m
is
alig
n
ed
ass
ess
m
en
ts
,
an
d
d
if
f
icu
lties
in
im
p
lem
en
tin
g
co
m
p
eten
c
y
-
b
a
s
ed
ed
u
ca
tio
n
ar
e
c
o
m
m
o
n
ly
r
ep
o
r
ted
ac
r
o
s
s
d
iv
er
s
e
L
MI
C
s
ettin
g
s
.
Vietn
am
’
s
ex
p
er
ien
ce
o
f
f
e
r
s
v
alu
ab
le
les
s
o
n
s
f
o
r
L
MI
C
s
tr
an
s
itio
n
in
g
to
o
u
tco
m
e
-
b
ased
p
o
s
tg
r
ad
u
ate
ed
u
ca
tio
n
u
n
d
er
r
eso
u
r
ce
co
n
s
tr
ain
ts
.
4.
CO
NCLU
SI
O
N
I
n
s
u
m
m
a
r
y
,
th
is
s
tu
d
y
r
ev
ea
led
th
at
m
ed
ical
e
d
u
ca
to
r
s
at
PNTU
g
en
er
ally
co
n
s
id
er
t
h
e
n
atio
n
al
q
u
ality
ass
ess
m
en
t
s
tan
d
ar
d
s
ac
h
iev
ab
le,
b
u
t
th
ey
f
ac
e
p
r
o
n
o
u
n
ce
d
ch
allen
g
es
in
s
p
ec
if
ic
ar
ea
s
o
f
cu
r
r
ic
u
lu
m
d
esig
n
,
teac
h
in
g
m
eth
o
d
s
,
an
d
ass
es
s
m
en
t.
Stan
d
ar
d
s
r
elate
d
to
d
ef
in
in
g
clea
r
lear
n
in
g
o
u
tco
m
es,
u
p
d
atin
g
cu
r
r
icu
lu
m
c
o
n
ten
t,
im
p
lem
e
n
tin
g
s
tu
d
en
t
-
ce
n
ter
e
d
teac
h
in
g
,
an
d
d
iv
er
s
if
y
i
n
g
ass
ess
m
en
t
wer
e
r
ated
as
th
e
m
o
s
t
d
if
f
icu
lt
to
co
m
p
ly
with
.
T
h
ese
d
if
f
icu
lties
wer
e
m
o
r
e
f
r
eq
u
e
n
tly
r
ep
o
r
te
d
b
y
y
o
u
n
g
e
r
,
less
-
ex
p
er
ien
ce
d
lectu
r
er
s
an
d
th
o
s
e
with
o
u
t
p
r
io
r
tr
ain
in
g
in
e
d
u
ca
tio
n
al
QA.
T
h
is
s
u
g
g
ests
th
at
in
v
esti
n
g
in
tr
ain
in
g
an
d
m
en
to
r
s
h
ip
f
o
r
e
d
u
ca
to
r
s
is
a
p
iv
o
tal
s
tr
ateg
y
f
o
r
im
p
r
o
v
i
n
g
th
e
im
p
lem
en
tatio
n
o
f
q
u
ality
cr
iter
ia.
T
h
is
s
tu
d
y
s
u
p
p
o
r
ts
th
e
in
cl
u
s
io
n
o
f
m
an
d
ato
r
y
q
u
ality
ass
ess
m
en
t
tr
ain
in
g
m
o
d
u
les
as
p
ar
t
o
f
t
h
e
in
d
u
ctio
n
p
r
o
ce
s
s
f
o
r
n
ew
f
ac
u
lty
m
e
m
b
er
s
.
I
n
s
titu
tio
n
s
s
h
o
u
ld
also
im
p
lem
e
n
t
s
tr
u
ctu
r
ed
p
ee
r
r
ev
iew
a
n
d
o
n
g
o
in
g
m
en
to
r
s
h
ip
s
y
s
tem
s
to
r
ein
f
o
r
ce
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
an
d
s
u
p
p
o
r
t
ea
r
ly
-
ca
r
ee
r
ed
u
ca
to
r
s
in
n
av
i
g
atin
g
ac
cr
ed
itatio
n
ch
allen
g
es.
Ultim
ately
,
t
h
e
s
t
u
d
y
co
n
tr
i
b
u
tes
a
ca
s
e
ex
am
p
le
o
f
h
o
w
u
n
d
er
s
tan
d
in
g
e
d
u
c
ato
r
s
’
p
er
s
p
ec
tiv
es
o
n
q
u
ality
c
r
iter
ia
ca
n
in
f
o
r
m
s
tr
ateg
ic
in
ter
v
en
tio
n
s
to
ad
v
an
ce
th
e
q
u
ality
o
f
h
ig
h
e
r
m
ed
ical
ed
u
ca
tio
n
.
Fu
tu
r
e
r
esear
ch
co
u
ld
b
u
ild
o
n
th
is
wo
r
k
b
y
e
x
p
lo
r
i
n
g
s
tu
d
en
t
p
er
s
p
ec
tiv
es
o
n
t
h
e
cu
r
r
ic
u
lu
m
c
h
an
g
es
o
r
b
y
ev
alu
atin
g
th
e
im
p
ac
t o
f
im
p
le
m
en
ted
im
p
r
o
v
em
e
n
ts
o
n
ed
u
ca
tio
n
al
o
u
tco
m
es.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
g
r
atef
u
lly
ac
k
n
o
wled
g
e
th
e
ac
ad
em
ic
s
taf
f
o
f
Ph
am
Ng
o
c
T
h
ac
h
Un
iv
e
r
s
ity
o
f
Me
d
icin
e
f
o
r
th
ei
r
v
al
u
ab
le
c
o
n
tr
ib
u
tio
n
s
to
th
is
s
tu
d
y
.
Sp
ec
ial
th
a
n
k
s
ar
e
e
x
ten
d
ed
to
th
e
lectu
r
er
s
wh
o
wer
e
d
ir
ec
tly
in
v
o
lv
ed
in
th
e
r
ev
is
io
n
o
f
th
e
Ma
s
ter
o
f
Me
d
icin
e
cu
r
r
icu
lu
m
.
T
h
eir
p
r
o
f
ess
io
n
al
in
s
ig
h
ts
an
d
d
is
cu
s
s
io
n
s
wer
e
in
s
tr
u
m
en
tal
in
f
r
am
in
g
t
h
e
r
esear
ch
q
u
esti
o
n
s
an
d
s
h
a
p
in
g
t
h
e
c
o
n
ce
p
tu
al
f
o
u
n
d
atio
n
o
f
th
is
s
tu
d
y
.
T
h
e
r
esear
ch
team
s
in
ce
r
el
y
ap
p
r
ec
iates
th
eir
co
m
m
itm
e
n
t
t
o
th
e
c
o
n
tin
u
o
u
s
im
p
r
o
v
e
m
en
t
o
f
p
o
s
tg
r
a
d
u
ate
m
ed
ical
ed
u
ca
tio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
s
u
p
p
o
r
te
d
b
y
in
s
titu
tio
n
al
f
u
n
d
in
g
f
r
o
m
Ph
am
Ng
o
c
T
h
ac
h
Un
iv
er
s
ity
o
f
Me
d
icin
e
th
r
o
u
g
h
a
u
n
iv
er
s
ity
-
lev
el
r
esear
ch
g
r
an
t.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
as
p
ar
t
o
f
an
ap
p
r
o
v
ed
in
ter
n
al
r
esear
ch
p
r
o
ject
u
n
d
er
th
e
u
n
i
v
er
s
ity
’
s
f
u
n
d
in
g
s
ch
em
e
f
o
r
f
ac
u
lty
-
led
in
itiativ
es.
T
h
e
f
u
n
d
er
h
a
d
n
o
r
o
le
in
th
e
s
tu
d
y
d
esig
n
,
d
ata
co
llecti
o
n
,
an
al
y
s
is
,
o
r
in
ter
p
r
etatio
n
o
f
th
e
r
esu
lts
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
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[
1
]
R
.
A
.
K
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a
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A
.
S
p
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[
2
]
M
.
Jo
s
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3
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.
K
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T.
M
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[
7
]
M
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n
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s
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y
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Ed
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t
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a
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d
Tr
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9
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.
T.
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