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Table 2 Results of factor loading from final Principal Component Analysis

From: Student approaches for learning in medicine: What does it tell us about the informal curriculum?

 

Components

Scales and Items

1

2

3

4

5

6

7

8

Perception of the formal and informal curriculum of medical program

        

1. I feel overwhelmed learning both the formal curriculum and the informal curriculum

.025

-.036

-.025

.120

.814

.084

.098

.047

2. I feel overwhelmed by the formal curriculum I am required to cover

-.029

-.045

-.065

.128

.791

.179

.046

.092

3. I do not think I would pass the exam without the informal curriculum

.045

.088

.203

.143

.699

-.118

.101

.071

4. I do not think I would be a good doctor without the informal curriculum

.058

.166

.196

.047

.625

-.195

-.018

.049

5. I trust other sources of information more than the learning objectives of the formal curriculum when deciding where to focus my learning

-.040

.047

.154

-.103

.483

-.317

-.074

.206

Perception of the formal curriculum

        

1. The formal curriculum is clearly stated

.027

-.005

.044

-.025

-.073

.874

.025

.012

2. Most of what I need to know for the programme is covered on the formal curriculum

.059

-.053

.007

-.060

-.012

.858

-.058

.055

Reasons for using the informal curriculum

        

1. To judge the right level of the learning that I need to do

.091

.041

.156

.034

.046

-.017

.888

-.026

2. To work out what is important to pass the exams

.122

.018

.170

.049

.115

-.006

.873

.088

Value of using peer-led tutorial groups

        

1. Reassure me that I am on the right track

.947

.056

.076

.140

.007

.033

.106

.028

2. Tell me what is relevant to learn to pass exam

.940

.039

.066

.117

.003

.013

.083

.044

3. Encourage a collegiate learning environment

.910

.090

.071

.134

-.004

.025

.036

.012

4. Focus my learning on what is important to be a good doctor

.903

.091

.134

.111

.078

.036

.030

-.049

Value of using self-organised study groups

        

1. Reassure me that I am on the right track

.044

.956

.040

.111

.025

-.032

.029

.038

2. Tell me what is relevant to learn to pass exams

.075

.929

.070

.088

.023

-.015

.057

.078

3. Encourage a collegiate learning environment

.072

.922

.061

.129

.026

-.034

.009

.040

4. Focus my learning on what is important to be a good doctor

.063

.901

.108

.068

.096

-.008

-.016

-.025

Value of using student notes from past students

        

1. Save time in learning

.055

.046

.903

.097

.044

.010

.081

.073

2. Make sure what to study

.055

.083

.898

.120

.108

.033

.117

.072

3. Focus on what is important to know for exams

.064

.064

.883

.131

.082

.000

.171

.067

4. Focus on what is important to be a good doctor

.160

.072

.804

-.008

.108

-.010

.025

-.035

Value of accessing past exam papers

        

1. The only way I know what to learn

.023

.017

.066

.083

.161

-.065

-.051

.880

2. A way I can work out what is important in the formal curriculum

.002

.092

.060

.141

.146

.131

.122

.809

Value of talking to students from previous cohorts

        

1. Is the way I can work out what is important in the formal curriculum

.137

.065

.077

.876

.056

.004

.025

.126

2. Helps me work out how I am going with the program

.161

.155

.047

.868

.089

.033

.071

.003

3. Provides reassuring advice and encouragement

.175

.137

.070

.862

.102

.014

.078

-.059

4. Is the only way I know what to learn

.116

-.006

.092

.739

.134

-.133

-.052

.267

Value of accessing PBL tutor guides

        

1. Give me more direction in my studies

-.116

.090

.115

.160

.027

-.024

-.010

-.016

Total Variance Explained (%)

12.91

12.82

11.82

11.00

9.14

6.21

6.03

5.79

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BMC Medical Education

ISSN: 1472-6920

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