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

BMC Medical Education

Table 4 Perceived value of learning resources as reported by students at the end of their attachment.

	Perceived value of resources (very valuable = 1, valuable = 2, little value = 3, no value = 4)
Group	Texts¹	Journal (Paper)	Journal (Web)	Ward	Lectures	Tutorials	Interactive aids¹	Internet (non-journal)	Other
A	1² [1-1]	2 [2–3]	2 [1–2]	2 [1–2]	2 [2-2]	1 [1-1]	2 [2–3]	3 [2–3]	2 [2–4]
B	1 [1-1]	2 [2–3]	1.5 [1–2]	2 [1–2]	2 [2-2]	1 [1–2]	3 [2–3]	3 [2–3]	2.5 [1–3]
C	1[1-1]	2 [2–3]	2 [1–2]	2 [2-2]	2 [1–2]	1 [1-1]	2^3,4 [1–3]	2 [2–3]	3 [2–3]
D	1 [1-1]	2 [2–3]	2 [1–2]	2 [1–3]	2 [1–2]	1 [1–2]	2³ [2–3]	2 [–-3]	3 [3–4]
All groups	1 [1-1]	2 [2–3]	2 [1–2]	2 [1–2]	2 [1–2]	1 [1–2]	2 [2–3]	2 [2–3]	3 [2–3]

1 = very valuable, 2 = valuable, 3 = little value, 4 = no value Results are expressed as median [interquartile range]
1 Significant difference between groups (Kruskal-Wallis test, p < 0.05)
2 Significant difference between this group and all other groups (One way ANOVA on Ranks, Fishers LSD post hoc test, p < 0.05)
3 Significant difference between this group and Group B. (One way ANOVA on Ranks, Fishers LSD post hoc test, p < 0.05)
4 Significant difference between this group and Group A. (One way ANOVA on Ranks, Fishers LSD post hoc test, p < 0.05)

ISSN: 1472-6920