Each of these endpoints will be considered in turn, to examine their relative strengths and limitations as tools to assist in the measurement of outcomes relevant to patient expectations, and ultimately patient satisfaction.
The results of the qualitative research conducted in the first phase were published in a paper entitled "Do the core competencies of family medicine relevant to patients' expectations?" [ 25].
Given the lack of transparency relevant to learning mode expectations, teaching methods, workloads, and assessments were identified as factors affecting enrolment decisions and changes at another large Australian University (Bailey et al., 2015).
Therefore, a thorough retinal examination before corneal transplantation seems relevant to avoid exaggerated expectations on surgery outcome.
In clinical practice, it might thus be relevant to raise patients' expectations to increase the chance of treatment completion, for example, by promoting patients' self-efficacy or providing a strong treatment rationale (Constantino et al. 2012).
In this way one can better create EMR interfaces that are relevant to the clinical expectations of providers while at the same time achieve a goal of reducing information overload and lowering the risk for medical errors [ 3, 13].
A further benefit of the rule-based methods is that the rules clearly indicate the patient characteristics most relevant to their survival expectation.
Academic research might not be viewed as relevant to industry/SME goals and expectations, there may be little institutional support in industry/SMEs for dedicating time to collaborative research, there may be few opportunities to make connections between researchers and industry/SMEs and there are differences in working cultures between different types of institution.
The biology of these different stages, and resulting expectations relevant to the hypotheses, are outlined in Table 1.
It is relevant to consider whether these expectations about learning needs vary prior to and post-placement in psychiatry.
