Educational interventions to improve the effectiveness in clinical competence of general practitioners: problem-based versus critical reading-based learning

Table 3 Pre- and post-intervention scores for each study group in the three dimensions of clinical competence

		n	Mean	95% C.I.		S.D.	t-test	p-value	Power	Effect size dz
				Inf	Sup
Cognitive Dimension
Critical Reading	Pre	9	43.11	39.28	46.94	8.49	−2.97	0.017	0.51	0.98
	Post	9	51.55	47.81	55.29	8.11
Problem-Based Learning	Pre	9	45.67	41.83	49.49	6.95	- 5.77	0.000	0.98	1.93
	Post	9	54.89	51.15	58.63	5.49
Controls	Pre	10	43.90	40.26	47.54	8.13	−2.24	0.051	0.31	0.71
	Post	10	49.90	46.35	53.45	8.92
Habitual Behavioral Dimension
Critical Reading	Pre	9	57.44	50.24	64.65	13.62	−7.85	0.000	0.99	2.61
	Post	9	85.00	79.71	90.28	5.31
Problem-Based Learning	Pre	9	53.78	46.57	60.98	13.81	−6.60	0.000	0.99	2.21
	Post	9	82.33	77.05	87.62	6.20
Controls	Pre	10	52.30	45.46	59.14	16.67	2.51	0.037	078	1.19
	Post	10	74.20	69.18	79.21	16.43
Affective Dimension
Critical Reading	Pre	9	4.37	4.11	4.64	0.26	5.20	0.000	0.96	0.48
	Post	9	4.77	4.66	4.87	0.14
Problem-Based Learning	Pre	9	4.16	3.90	4.42	0.58	2.66	0.007	0.82	1.18
	Post	9	4.76	4.65	4.87	0.25
Controls	Pre	10	4.17	3.92	4.42	0.47	3.14	0.011	0.81	0.14
	Post	10	4.79	4.63	4.83	0.25

ISSN: 1472-6920