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Table 3 Effects of learning orientation and hours of disparities-related coursework on skill, self-efficacy, and interest at working with racial minority patients

From: Medical students’ learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES

  Skill Self-efficacy Interest
Hypothesis 1 learning
 School learning orientation 0.171 (0.052) p = .002 0.259 (0.053) p < .001 −0.033 (0.069) p = .633
 Disparities coursework learning 0.012 (0.002) p < .001 0.007 (0.002) p < .001 0.004 (0.002) p = .092
Hypothesis 2
 School learning orientation 0.026 (0.051) p = .668 0.152 (0.052) p = .006 −0.119 (0.066) p = .078
 Disparities coursework 0.008 (0.002) p < .001 0.004 (0.002) p = .037 0.001 (0.002) p = .688
 Student learning orientation 0.156 (0.015) p < .001 0.115 (0.013) p < .001 0.096 (0.021) p < .001
Hypothesis 3
 School learning orientation 0.030 (0.050) p = .56 0.157 (0.051) p = .004 −0.111 (0.066) p = .097
 Disparities coursework 0.007 (0.002) p = .001 0.003 (0.002) p = .213 −0.001 (0.002) p = .645
 Student learning orientation 0.160 (0.015) p < .001 0.119 (0.013) p < .001 0.104 (0.020) p < .001
 Student learning orientation X disparities coursework 0.003 (0.001) p = .051 0.004 (0.001) p = .012 0.006 (0.002) p = .004
  1. Note. This table summarizes a number of hierarchical linear models. Each cell reports an unstandardized slope (b) for a variable of interest, the standard error of that slope (in parentheses), and the p-value. All models include a random intercept by school and include region of the country (Northeast, Southeast, Central South, Midwest, Southwest, Northeast), public/private and percentage of white students (based on data collected by the AAMC in 2010) as school level covariates, and student age, gender, and the highest education level of either parent as student-level covariates