Hong Kong CEs prioritize not only technical and cognitive competence, but also reflective and affective attributes rooted in professional training and local cultural values. The identified attributes and behavioral descriptors may guide curriculum design, educator development, and student preparation, supporting coherent and culturally attuned assessment practices in local contexts while also providing a foundation for greater international alignment among programs that use or adapt the APP instrument.
Chong et al. (Fri,) studied this question.