Table 1 SALG Questionnaire Results Reporting Mean, Standard Deviation, and Percentage of Responses in each Likert-scaled Category (N = 20).
| Â | Neuroimaging Cognition | Mean | SD | 0 | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|---|---|---|
Q1 | Functional imaging patients with cognitive disorders can improve our understanding of basic neuroscience/psychology (i.e., normal brain function) | 4.45 | 0.51 | 0% | 0% | 0% | 0% | 55% | 45% |
Q2 | Understanding that future patients will benefit from ongoing neuroimaging research | 4.15 | 0.81 | 0% | 0% | 5% | 10% | 50% | 35% |
Q3 | Understanding that neuroimaging can improve the diagnosis of cognitive disorders | 4.15 | 0.88 | 0% | 0% | 5% | 15% | 40% | 40% |
Q4 | Understanding how neuroimaging techniques can impact medicine | 4.05 | 1.00 | 0% | 5% | 0% | 15% | 45% | 35% |
Q5 | Functional imaging can benefit patients with cognitive disorders | 3.85 | 0.93 | 0% | 0% | 10% | 20% | 45% | 25% |
Q6 | Confidence in your ability to take part in this field | 3.85 | 0.93 | 0% | 0% | 5% | 35% | 30% | 30% |
Q7 | Understanding that neuroimaging can improve the treatment of cognitive disorders | 3.80 | 0.95 | 0% | 0% | 10% | 25% | 40% | 25% |
Q8 | Enthusiasm for this field | 3.80 | 1.06 | 0% | 0% | 10% | 35% | 20% | 35% |
Q9 | Understanding that neuroimaging can improve the prognosis of cognitive disorders | 3.75 | 1.07 | 0% | 5% | 5% | 25% | 40% | 25% |
Q10 | Neuroimaging should be an integral part of medical education | 3.50 | 0.61 | 0% | 0% | 5% | 40% | 55% | - |
Q11 | Future neuroimaging courses should use the same format as this course | 3.05 | 0.69 | 0% | 5% | 5% | 70% | 20% | - |
| Â | Course Design | Â | Â | Â | Â | Â | Â | Â | Â |
Q1 | Guest Lectures | 4.40 | 0.60 | 0% | 0% | 0% | 5% | 50% | 45% |
Q2 | The Topics Covered | 4.35 | 0.81 | 0% | 0% | 5% | 5% | 40% | 50% |
Q3 | Overall Course | 4.35 | 0.81 | 0% | 0% | 5% | 5% | 40% | 50% |
Q4 | Neuroimaging Techniques Overall | 4.20 | 0.89 | 0% | 0% | 0% | 30% | 20% | 50% |
Q5 | Functional MRI | 4.15 | 0.81 | 0% | 0% | 5% | 10% | 50% | 35% |
Q6 | Importance of this field | 4.15 | 0.81 | 0% | 0% | 0% | 25% | 35% | 40% |
Q7 | Critically Reviewing Articles | 4.10 | 0.79 | 0% | 0% | 5% | 10% | 55% | 30% |
Q8 | Selected Papers | 4.10 | 0.91 | 0% | 0% | 5% | 20% | 35% | 40% |
Q9 | Summarizing Articles | 3.95 | 0.94 | 0% | 0% | 5% | 30% | 30% | 35% |
Q10 | Giving an Oral Presentation (neuroimaging skills) | 3.80 | 0.95 | 0% | 5% | 0% | 25% | 50% | 20% |
Q11 | Learn@UW was easy to use | 3.70 | 0.47 | 0% | 0% | 0% | 30% | 70% | - |
Q12 | The overall content of the course was appropriate | 3.65 | 0.49 | 0% | 0% | 0% | 35% | 65% | - |
Q13 | Answering Reading Assessments | 3.65 | 1.23 | 5% | 5% | 0% | 15% | 60% | 15% |
Q14 | Learn@UW contributed positively to this course | 3.60 | 0.50 | 0% | 0% | 0% | 40% | 60% | - |
Q15 | Cognitive Disorders Overall | 3.60 | 0.88 | 0% | 0% | 10% | 35% | 40% | 15% |
Q16 | Classroom Discussions | 3.60 | 0.88 | 0% | 0% | 5% | 50% | 25% | 20% |
Q17 | Learn@UW | 3.55 | 0.89 | 0% | 0% | 10% | 40% | 35% | 15% |
Q18 | Designing Reading Assessments | 3.45 | 1.00 | 0% | 5% | 5% | 45% | 30% | 15% |
Q19 | Designing reading assessments required you to identify key concepts in the paper | 3.35 | 0.67 | 0% | 0% | 10% | 45% | 45% | - |
Q20 | Listening to Student Presentations | 3.15 | 0.88 | 0% | 0% | 25% | 40% | 30% | 5% |
Q21 | Giving an Oral Presentation (learning neuroimaging) | 3.10 | 1.07 | 0% | 10% | 10% | 50% | 20% | 10% |
Q22 | Recommended Textbooks | 2.75 | 1.74 | 15% | 5% | 30% | 15% | 10% | 25% |