The positive outcomes for both interventions are discussed in the context of practitioners' need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner.
It should be noticed that examples abound of practitioners needing algorithms for solving nonconvex problems, for instance, in crystallography, astronomy, and, more recently in inverse scattering; see, for example, [28].
The performance of such practitioners needs to be critically reviewed; there is evidence that many physiotherapists in the US, for example, may not be delivering guideline-based care [ 61] and that their counterparts in the UK may be working, as do many GPs, within more of a traditional biomedical model rather than an active behavioral model of rehabilitation [ 34].
For instance, a 73.3% of nGPs and 83.3% of pGPs set the number of General Practitioners needed in Greece to less than 5000 instead of 8000, as it is estimated by recent studies [ 20- 22].
My fear is that this will merely create a parallel system of results alongside the kinds of information practitioners need to learn and improve, diverting effort and money and doing nothing for downwards accountability.
But to make sure that it does so for the better, all of us practitioners need to go out of our way to be inclusive.
Finally, students were asked to estimate the number of General Practitioners needed currently in Greece, and express an opinion about the usefulness of including GP/FM in the undergraduate course.
The role of other mechanisms in meeting practitioners needs is briefly discussed.
Before implementing the SAPAS-AV as part of a routine screening programme, practitioners needs to give due and balanced consideration to potential useful as well as harmful consequences to the young people being screened.
