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Table 2 Means, standard deviations and t-statistics for perceived preparedness of graduates from two curricula

From: The effect of implementing undergraduate competency-based medical education on students’ knowledge acquisition, clinical performance and perceived preparedness for practice: a comparative study

  Active learning curriculum Competency-based active learning curriculum  
  N= 172 N= 177  
  Mean (SD) Mean (SD) t-test
Communication (α = 0.80) 4.29 (0.44) 4.33 (0.41) –.787
Communicating with a patient 4.48 (0.58) 4.55 (0.57) –1.112
Treating a patient with respect and confidentiality 4.51 (0.56) 4.62 (0.5) –1.842
Working together with colleagues 4.36 (0.59) 4.32 (0.54) .637
Accepting the expertise of others 4.31 (0.56) 4.36 (0.54) –.717
Building and maintaining a doctor-patient relationship 4.00 (0.74) 3.98 (0.76) .210
Efficiently consulting with colleagues and other health care professionals 4.08 (0.63) 4.14 (0.55) –.872
Clinical problem-solving (α = 0.70) 3.98 (0.48) 3.90 (0.4) 1.594
Using a systematic approach to a patient problem 4.15 (0.6) 4.09 (0.54) .904
Interpreting problem descriptions, patient history, physical examinations and other findings 3.99 (0.57) 3.88 (0.54) 1.804
Making a differential diagnosis 3.88 (0.61) 3.77 (0.57) 1.641
Deciding which information about treatment should be provided to the patient 3.90 (0.75) 3.87 (0.66) .405
Using basic knowledge and science (α = 0.86) 3.53 (0.67) 3.62 (0.62) –1.340
Conducting scientific research 3.45 (0.86) 3.63 (0.77) –2.015
Approaching scientific information critically 3.58 (0.85) 3.68 (0.71) –1.184
Converting scientific information into effective policy 3.52 (0.75) 3.53 (0.73) –.133
Justifying conduct based on a scientific argumentation 3.56 (0.74) 3.65 (0.74) –1.083
Patient investigation (α = 0.70) 3.91 (0.48) 3.86 (0.4) 1.114
Diagnosing a patient problem 3.91 (0.57) 3.82 (0.56) 1.553
Documenting relevant information 3.99 (0.7) 4.02 (0.59) –.330
Performing a physical examination 4.02 (0.63) 3.99 (0.58) .355
performing of medical skills expected from an MD 3.73 (0.64) 3.61 (0.6) 1.786
Patient management (α = 0.84) 3.77 (0.55) 3.68 (0.52) 1.555
Determining a founded and suitable treatment 3.69 (0.66) 3.59 (0.61) 1.454
Executing a treatment plan 3.66 (0.7) 3.51 (0.72) 1.946
Monitoring the effects of a treatment plan 3.58 (0.71) 3.48 (0.78) 1.197
Adjusting a treatment plan 3.56 (0.74) 3.39 (0.71) 2.284
Hold an effective and respectful consultation with a patient 4.35 (0.61) 4.42 (0.56) –1.168
Social and community contexts of health care (α = 0.75) 3.66 (0.49) 3.77 (0.48) –2.193
Placing a patient problem in a broad context of political, sociological, cultural and economic factors 3.75 (0.77) 3.97 (0.66) −2.899*
Being aware of the consequences of the patient problem for the patients environment 4.03 (0.64) 4.11 (0.57) –1.210
Having knowledge of factors that influence health and disease at societal level 3.56 (0.68) 3.72 (0.66) –2.281
Promoting health of patient and society as a whole 3.61 (0.71) 3.69 (0.71) –.968
Following relevant legal regulations 3.33 (0.77) 3.37 (0.75) –.486
Reflection (α = 0.73) 3.77 (0.51) 3.85 (0.47) −1.423
Recognizing and acknowledging one’s own shortcomings 4.15 (0.56) 4.26 (0.55) −1.903
Combining work life with private life 3.61 (0.84) 3.58 (0.84) .357
Dealing with ethical dilemmas 3.78 (0.67) 3.82 (0.63) –.529
Formulating and carrying out a personal education plan 3.62 (0.79) 3.79 (0.77) –1.980
Reflecting on the conduct of colleagues 3.72 (0.67) 3.78 (0.62) –.931
  1. * = Significant at the α = .01 level.