During phase one of the project, four teams of two Dutch teachers made a tailor made program that was adjusted every day based on the performance and emerging questions of course participants. Four training sessions of two weeks were held in Can tho, Vietnam. The following subjects were taught using the PBL (problem based learning) teaching format: PBL Theory, EBD (evidence based dentistry)  Theory, Applied PBL in dentistry including teaching concepts and skills, PBL in treatment planning, Internet literature search strategies, English for dentists, critical appraisal of articles, problem based treatment planning, EB decision making in clinical practise, EB decision making and PBL in clinical practise, constructing PBL lectures, constructing self study assiggments, constructing PICO's (answerable clinical questions).
After instruction, course participants worked on self study assignments (SSA's) in small groups supervised by Dutch tutors. The results of SSA's were reviewed and discussed in sessions guided by the tutors. At the end of all of the four courses, course participants made an exam. During the courses, course participants were asked to hold PBL based teaching sessions with 5^th and 6^th year dental students.

During phase two, two CTUMP course participants came to Nijmegen for four weeks to gain further knowledge on PBL and EBD and to write a follow up implementation plan.

The course was evaluated in Vietnam through meetings with headgroup members and course participants and through discussion of course evaluation forms filled in by course participants. Both participating staff and the CTUMP management were convinced of the value and practical applicability of the course.
Assessments and interviews made clear that all course participants have improved their level of knowledge on PBL and EBD considerably. They have acquired basic skills to apply PBL and EBD in their curriculum. Although the staff is capable of evidence based decision making in treatment planning and finding evidence, the level of critical appraisal of (English) evidence is yet rudimentary. Due to lack of time and due to priority setting by the management, most trained staff have not yet gotten around to applying PBL and evidence based decision making regularly in their daily educational and clinical practise. However, staff is motivated and able to do so once organisational circumstances will be more favourable, which according to the management will be on the very short term.