Sure. I can certainly provide it.
The answer to question number two is that it wasn't really a numbers question, or at least that wasn't the initial finding. The findings were that in order to make the practicum of value, a drop in patient load was pretty much necessary so that they could have time for teaching and so on, which of course impacts revenue. But I think it was more a cultural issue, not based on any prejudice but more on the challenges of being able to communicate effectively to relay the context of a Canadian health care system and so on, so that both the student and the mentor were having some value in the practicum.
Essentially we tried a Canadian model, with a slight financial incentive to participate, and we got both context and funding wrong in the pilot.