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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
        Lower Upper
Perception of the formal and informal curriculum of medical program         
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         
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         
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         
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         
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         
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         
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         
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
  1. *1 = strongly agree, 2 = moderately agree, 3 = agree