Table 4 Proportion of the participants' responses and information on the individual item of eight scales
From: Student approaches for learning in medicine: What does it tell us about the informal curriculum?
Scales and Items | N | Agree* (1+2+3) | Mean | Std. Deviation | Median | Range | 95% Confidence Interval | |
|---|---|---|---|---|---|---|---|---|
| Â | Â | Â | Â | Â | Â | Â | Lower | Upper |
Perception of the formal and informal curriculum of medical program | Â | Â | Â | Â | Â | Â | Â | Â |
1. I feel overwhelmed learning both the formal curriculum and the informal curriculum | 501 | 77.8 | 4.51 | 1.18 | 5.00 | 5 | 4.41 | 4.61 |
2. I feel overwhelmed by the formal curriculum I am required to cover | 505 | 79.8 | 4.56 | 1.16 | 5.00 | 5 | 4.46 | 4.66 |
3. I do not think I would pass the exam without the informal curriculum | 508 | 74.3 | 4.56 | 1.32 | 5.00 | 5 | 4.45 | 4.68 |
4. I do not think I would be a good doctor without the informal curriculum | 493 | 61.3 | 4.03 | 1.37 | 4.00 | 5 | 3.91 | 4.15 |
Perception of the formal curriculum | Â | Â | Â | Â | Â | Â | Â | Â |
1. The formal curriculum is clearly stated | 504 | 41.7 | 3.14 | 1.29 | 3.00 | 5 | 3.03 | 3.26 |
2. Most of what I need to know for the programme is covered on the formal curriculum | 498 | 40.5 | 3.08 | 1.21 | 3.00 | 5 | 2.98 | 3.19 |
Reasons for using the informal curriculum | Â | Â | Â | Â | Â | Â | Â | Â |
1. To judge the right level of the learning that I need to do | 503 | 94.3 | 5.02 | 1.01 | 5.00 | 5 | 4.93 | 5.11 |
2. To work out what is important to pass the exams | 500 | 93.2 | 4.95 | 1.00 | 5.00 | 5 | 4.86 | 5.03 |
Value of using peer-led tutorial groups | Â | Â | Â | Â | Â | Â | Â | Â |
1. Reassure me that I am on the right track | 400 | 96.3 | 5.00 | 0.91 | 5.00 | 5 | 4.91 | 5.09 |
2. Tell me what is relevant to learn to pass exam | 402 | 97.1 | 5.21 | 0.88 | 5.00 | 5 | 5.13 | 5.30 |
3. Encourage a collegiate learning environment | 391 | 93.4 | 4.76 | 0.10 | 5.00 | 5 | 4.66 | 4.86 |
4. Focus my learning on what is important to be a good doctor | 388 | 78.1 | 4.27 | 1.14 | 4.00 | 5 | 4.16 | 4.39 |
Value of using self-organised study groups | Â | Â | Â | Â | Â | Â | Â | Â |
1. Reassure me that I am on the right track | 407 | 93.3 | 4.74 | 0.94 | 5.00 | 5 | 4.65 | 4.83 |
2. Tell me what is relevant to learn to pass exams | 405 | 85.4 | 4.52 | 1.07 | 5.00 | 5 | 4.41 | 4.62 |
3. Encourage a collegiate learning environment | 404 | 96.3 | 4.94 | 0.95 | 5.00 | 5 | 4.85 | 5.03 |
4. Focus my learning on what is important to be a good doctor | 402 | 72.1 | 4.07 | 1.17 | 4.00 | 5 | 3.96 | 4.19 |
Value of using student notes from past students | Â | Â | Â | Â | Â | Â | Â | Â |
1. Save time in learning | 476 | 91.2 | 5.01 | 1.15 | 5.00 | 5 | 4.90 | 5.11 |
2. Make sure what to study | 475 | 94.6 | 5.02 | 1.01 | 5.00 | 5 | 4.93 | 5.11 |
3. Focus on what is important to know for exams | 476 | 91.0 | 4.91 | 1.06 | 5.00 | 5 | 4.82 | 5.01 |
4. Focus on what is important to be a good doctor | 468 | 56.2 | 3.81 | 1.23 | 4.00 | 5 | 3.70 | 3.93 |
Value of accessing past exam papers | Â | Â | Â | Â | Â | Â | Â | Â |
1. The only way I know what to learn | 504 | 42.0 | 3.48 | 1.30 | 3.00 | 5 | 3.36 | 3.59 |
2. A way I can work out what is important in the formal curriculum | 498 | 89.9 | 4.69 | 1.12 | 5.00 | 5 | 4.59 | 4.79 |
Value of talking to students from previous cohorts | Â | Â | Â | Â | Â | Â | Â | Â |
1. Is the way I can work out what is important in the formal curriculum | 481 | 81.1 | 4.24 | 1.01 | 4.00 | 5 | 4.15 | 4.33 |
2. Helps me work out how I am going with the program | 474 | 86.3 | 4.41 | 0.96 | 4.00 | 5 | 4.33 | 4.50 |
3. Provides reassuring advice and encouragement | 481 | 96.5 | 4.78 | 0.91 | 5.00 | 5 | 4.70 | 4.86 |
4. Is the only way I know what to learn | 479 | 41.9 | 3.47 | 1.15 | 3.00 | 5 | 3.36 | 3.57 |