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Table 3 Hours spent using various learning resources as reported by students at the end of their attachment.

From: Limitations of student-driven formative assessment in a clinical clerkship. A randomised controlled trial

  Hours spent on learning resources (> 10 hours = 1, 5–10 = 2, 2–5 = 3, 1–2 = 4, <1 = 5)
Group Texts Journal (Paper) Journal (Web) Ward1 Lectures Tutorials Interactive aids Internet (non-journal) Other
A 1 [1-1] 4 [2–5] 3 [2–4] 1 [1-1] 2 [1–3] 1.5 [1–2] 4 [3–5] 4 [2–5] 3 [2–5]
B 1 [1-1] 4 [3–5] 2 [1–3] 1 [1-1] 2 [1–4] 2 [1–2] 5 [4–5] 3 [2–5] 4.5 [1–5]
C 1 [1-1] 4 [3–5] 3 [2–4] 12 [1–2] 2 [2–4] 2 [1–2] 4 [3–5] 4 [3–5] 4 [3–5]
D 1 [1-1] 4 [4–5] 3 [2–4] 1 [1-1] 2 [2–3] 1.5 [1–2] 5 [3–5] 3 [2–4] 5 [5-5]
All groups 1 [1-1] 4 [3–5] 3 [2–4] 1 [1-1] 2 [1–3] 2 [1–2] 4 [3–5] 3 [2–5] 5 [3–5]
  1. 1 = more than 10 hours, 2 = 5–10 hours, 3 = 2 to 5 hours, 4 = 1–2 hours, 5 = less than 1 hour Results are expressed as median [interquartile range]
  2. 1 Indicates significant difference between groups (Kruskal-Wallis test, p < 0.05)
  3. 2 Significant difference between this group and all other groups (One way ANOVA on Ranks, Fishers LSD post hoc test, p < 0.05)