Table 1 Participant perceptions of utility and course function
MEASURE OF REPORTED AGREEMENT WITH USEFULNESS OF SESSIONS (n = 204) | Number of responses | Mean | Standard Deviation |
|---|---|---|---|
The focus group discussions | 179 | 4.31 | 0.65 |
The respiratory and cardiovascular sections | 204 | 4.47 | 0.64 |
The neurology, surgery and fluids sections | 204 | 4.42 | 0.63 |
The case discussions | 200 | 4.43 | 0.68 |
The “admission” station with monitoring | 198 | 4.40 | 0.68 |
The temperature and infection sections | 202 | 4.40 | 0.63 |
The skills stations | 199 | 4.35 | 0.66 |
The “how to teach” pointers | 188 | 4.27 | 0.71 |
MEASURE OF REPORTED AGREEMENT ABOUT COURSE CONTENT (n = 205) | |||
The content is presented in a logical order | 205 | 4.47 | 0.63 |
The primary survey and sequences are good learning tools | 205 | 4.58 | 0.62 |
The primary survey and sequences are clinically useful | 205 | 4.54 | 0.65 |
ACoRN promotes communication and a team approach | 205 | 4.39 | 0.67 |
The workshop activities help achieve learning goals, generate interest, and promote critical thinking | 203 | 4.52 | 0.60 |
The laminated primary survey and sequences are useful learning tools | 204 | 4.50 | 0.66 |
I will apply what I learned in my clinical practice | 204 | 4.49 | 0.64 |
I will be comfortable teaching this content in my institution | 204 | 4.23 | 0.75 |