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Table 4 Asssociation and comparison of student and facilitator perspectives in EPCQ

From: Medical students' and facilitators' experiences of an Early Professional Contact course: Active and motivated students, strained facilitators

   Students Facilitators Statistical evaluation – students and facilitators
Item Classa Meanb Medianc Meanb Medianc Type of analysis Cramer's Vd P-valuee
1 A 2.5 (0.98) 2 (2–3) 1.8 (0.68) 2 (1–2) Association of stimulating seminars 0.29 0.17
2 A 1.7 (0.78) 2 (1–2) 1.5 (0.52) 1 (1–2) Association of increased students' confidence 0.17 0.51
3 B 4.3 (0.91) 5 (4–5) 2.9 (1.0) 3 (2–4) Comparison of experienced workload in the course ----- <0.0001
4 A 1.7 (0.80) 2 (1–2) 1.9 (0.46) 2 (2–2) Association of students' contribution 0.32 0.048
5 B 1.5 (0.68) 1 (1–2) 1,9 (0,80) 2(1–2) Comparison of experienced demands on this course ----- 0.017
6 B 2.9 (1.2) 3 (2–4) 3.5 (1,5) 4 (2–5) Comparison of expectations during this course ----- 0.15
7 A 2.2 (1.0) 2 (1–3) 1.7 (0.59) 2 (1–2) Association of view on group talks 0.25 0.32
8 A 2.2 (0.78) 2 (2–3) 1.9 (0.88) 2 (1–2) Association of EPC day structure 0.26 0.15
9 A 2.5 (1.1) 2 (2–3) 1.9 (0.88) 2 (1–2) Association of EPC day tasks 0.22 0.45
10 A 2.2 (0.96) 2 (1–3) 1.7 (0.46) 2 (1–2) Association of students understanding patients' feelings 0.34 0.030
11 A 1.4 (0.55) 1 (1–2) 1.5 (0.74) 1 (1–2) Association of insight into medical profession 0.19 0.26
12 A 1.9 (0.84) 2 (1–2) 1.8 (0.56) 2 (1–2) Association of students' influence 0.20 0.39
13 A 2.2 (1.1) 2 (1–3) 1.9 (0.64) 2 (1–2) Association of feedback 0.25 0.31
14 C 1.9 (0.99) 2 (1–2) 2.1 (1.0) 2 (1–3) ----- ----- -----
15 A 2.6 (1.1) 2 (2–3) 1.9 (0.46) 2 (2–2) Association of training clinical skills 0.32 0.097
16 A 1.6 (0.85) 1 (1–2) 1.5 (0.52) 1 (1–2) Association of listening to students 0.24 0.23
17 C 2.0 (0.85) 2 (1–3) 1.6 (0.74) 1 (1–2) ----- ----- -----
18 C 1.5 (0.77) 1 (1–2) 1.9 (1.1) 2 (1–2) ----- ----- -----
19 B 4,2 (0,87) 4.5 (3,5-5) 1,7 (0,98) 1 (1–2) Comparison of usefulness of study guide ----- <0.0001
20 A 1.7 (0.94) 1 (1–2) 1.3 (0.59) 1 (1–1) Association of facilitators' effort 0.27 0.14
21 C 2.1 (0.85) 2 (1–2.5) 1.7 (1.1) 1 (1–2) ----- ----- -----
22 A 2.7 (1.0) 3 (2–3) 1.9 (0.88) 2 (1–2) Association of fruitful seminars 0.35 0.06
23 B 2,1 (0,90) 2 (1–3) 2,7 (1,1) 3 (2–3) Comparison of encouragement from others ----- 0.016
24 A 1.7 (0.86) 2 (1–2) 1.5 (0.64) 1 (1–2) Association of finding the course interesting 0.13 0.71
25 A 1.8 (0.87) 2 (1–2) 1.5 (0.52) 2 (1–2) Association of training health experience 0.20 0.57
26 A 1.5 (0.91) 1 (1–2) 1.5 (0.74) 1 (1–2) Association of well functioning small student group 0.21 0.52
27 A 2.0 (0.74) 2 (2–2) 1.9 (0.88) 2 (1–2) Association of fulfilled course aim 0.27 0.25
28 C 1.7 (0.83) 2 (1–2) 1.5 (0.64) 1 (1–2) ----- ----- -----
  1. a A = Students' and facilitators' items concerns identical or nearly identical aspects thus making statistical estimation of association with Cramer's V possible. B = Students and facilitators items estimated the same aspect but for themselves (for example tutor's workload versus student's workload) making comparison with Mann-Whitney's test possible. C = Students and facilitators items estimated different aspects making estimation of association and comparison unsuitable.
  2. b Mean (Standard deviation)
  3. c Median (Interquartile range)
  4. d For items of class A (identical items) association between students and facilitators response was estimated by Cramer's V index.
  5. e For items in class A p-value is based on chi-square to estimate if the corresponding Cramer's V is of interest. For items in class B (similar items) p-value represents comparison of students and facilitators with Mann-Whitney's test.