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Table 4 Asssociation and comparison of student and facilitator perspectives in EPCQ

From: Medical students' and facilitators' experiences of an Early Professional Contact course: Active and motivated students, strained facilitators

  

Students

Facilitators

Statistical evaluation – students and facilitators

Item

Classa

Meanb

Medianc

Meanb

Medianc

Type of analysis

Cramer's Vd

P-valuee

1

A

2.5 (0.98)

2 (2–3)

1.8 (0.68)

2 (1–2)

Association of stimulating seminars

0.29

0.17

2

A

1.7 (0.78)

2 (1–2)

1.5 (0.52)

1 (1–2)

Association of increased students' confidence

0.17

0.51

3

B

4.3 (0.91)

5 (4–5)

2.9 (1.0)

3 (2–4)

Comparison of experienced workload in the course

-----

<0.0001

4

A

1.7 (0.80)

2 (1–2)

1.9 (0.46)

2 (2–2)

Association of students' contribution

0.32

0.048

5

B

1.5 (0.68)

1 (1–2)

1,9 (0,80)

2(1–2)

Comparison of experienced demands on this course

-----

0.017

6

B

2.9 (1.2)

3 (2–4)

3.5 (1,5)

4 (2–5)

Comparison of expectations during this course

-----

0.15

7

A

2.2 (1.0)

2 (1–3)

1.7 (0.59)

2 (1–2)

Association of view on group talks

0.25

0.32

8

A

2.2 (0.78)

2 (2–3)

1.9 (0.88)

2 (1–2)

Association of EPC day structure

0.26

0.15

9

A

2.5 (1.1)

2 (2–3)

1.9 (0.88)

2 (1–2)

Association of EPC day tasks

0.22

0.45

10

A

2.2 (0.96)

2 (1–3)

1.7 (0.46)

2 (1–2)

Association of students understanding patients' feelings

0.34

0.030

11

A

1.4 (0.55)

1 (1–2)

1.5 (0.74)

1 (1–2)

Association of insight into medical profession

0.19

0.26

12

A

1.9 (0.84)

2 (1–2)

1.8 (0.56)

2 (1–2)

Association of students' influence

0.20

0.39

13

A

2.2 (1.1)

2 (1–3)

1.9 (0.64)

2 (1–2)

Association of feedback

0.25

0.31

14

C

1.9 (0.99)

2 (1–2)

2.1 (1.0)

2 (1–3)

-----

-----

-----

15

A

2.6 (1.1)

2 (2–3)

1.9 (0.46)

2 (2–2)

Association of training clinical skills

0.32

0.097

16

A

1.6 (0.85)

1 (1–2)

1.5 (0.52)

1 (1–2)

Association of listening to students

0.24

0.23

17

C

2.0 (0.85)

2 (1–3)

1.6 (0.74)

1 (1–2)

-----

-----

-----

18

C

1.5 (0.77)

1 (1–2)

1.9 (1.1)

2 (1–2)

-----

-----

-----

19

B

4,2 (0,87)

4.5 (3,5-5)

1,7 (0,98)

1 (1–2)

Comparison of usefulness of study guide

-----

<0.0001

20

A

1.7 (0.94)

1 (1–2)

1.3 (0.59)

1 (1–1)

Association of facilitators' effort

0.27

0.14

21

C

2.1 (0.85)

2 (1–2.5)

1.7 (1.1)

1 (1–2)

-----

-----

-----

22

A

2.7 (1.0)

3 (2–3)

1.9 (0.88)

2 (1–2)

Association of fruitful seminars

0.35

0.06

23

B

2,1 (0,90)

2 (1–3)

2,7 (1,1)

3 (2–3)

Comparison of encouragement from others

-----

0.016

24

A

1.7 (0.86)

2 (1–2)

1.5 (0.64)

1 (1–2)

Association of finding the course interesting

0.13

0.71

25

A

1.8 (0.87)

2 (1–2)

1.5 (0.52)

2 (1–2)

Association of training health experience

0.20

0.57

26

A

1.5 (0.91)

1 (1–2)

1.5 (0.74)

1 (1–2)

Association of well functioning small student group

0.21

0.52

27

A

2.0 (0.74)

2 (2–2)

1.9 (0.88)

2 (1–2)

Association of fulfilled course aim

0.27

0.25

28

C

1.7 (0.83)

2 (1–2)

1.5 (0.64)

1 (1–2)

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  1. a A = Students' and facilitators' items concerns identical or nearly identical aspects thus making statistical estimation of association with Cramer's V possible. B = Students and facilitators items estimated the same aspect but for themselves (for example tutor's workload versus student's workload) making comparison with Mann-Whitney's test possible. C = Students and facilitators items estimated different aspects making estimation of association and comparison unsuitable.
  2. b Mean (Standard deviation)
  3. c Median (Interquartile range)
  4. d For items of class A (identical items) association between students and facilitators response was estimated by Cramer's V index.
  5. e For items in class A p-value is based on chi-square to estimate if the corresponding Cramer's V is of interest. For items in class B (similar items) p-value represents comparison of students and facilitators with Mann-Whitney's test.
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BMC Medical Education

ISSN: 1472-6920

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