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Table 3 Comparison of the pre- and post-internal medicine block’s degree of self-assessed “clinical excellence” among three groups of class 2013 and 2014 clerks

From: Voluntary attendance of small-group brainstorming tutoring courses intensify new clerk’s “excellence in clinical care”: a pilot study

 

Small-group brainstorming course participants (n = 84)

Classroom tutoring course participants (n = 86)

Participants of control group (n = 82)

Pre-block

Post-block

Pre-block

Post-block

Pre-block

Post-block

I am good at basic electrocardiogram (EKG) diagnostic skills

3.2 ± 0.93*

4.7 ± 1.31

3.06 ± 0.42*

4.1 ± 0.92

4.1 ± 0.39

4.7 ± 0.77

I am good at basic chest X-ray (CXR) diagnostic skills

2.35 ± 1.09

4.4 ± 1.13††

2.19 ± 0.55

3.9 ± 0.87#,

2.87 ± 0.89

3.2 ± 1.03#

I am good at basic abdominal plain film (KUB) diagnostic skills

2.84 ± 1.28

4.6 ± 1.16

2.51 ± 1.04

3.5 ± 1.36#,

2.94 ± 0.75

3.8 ± 0.64#

I am good at basic arterial blood gas diagnostic skills

2.95 ± 0.70*

4.8 ± 1.14††

3.04 ± 1.03*

4.0 ± 1.18

3.56 ± 0.54

3.9 ± 0.99#

I am good at basic complete blood count and biochemistry diagnostic skills

2.65 ± 0.62

4.3 ± 0.78

2.93 ± 0.82

3.6 ± 1.16#

3.2 ± 0.67

4.1 ± 1.3

I am good at image and laboratory-related clinical reasoning skills

2.23 ± 0.92*

4.5 ± 0.81

2.78 ± 0.60

3.7 ± 1.15#,

2.96 ± 0.91

3.4 ± 1.14#

  1. Participants of control group: those did not attend either small-group or classroom tutoring courses; 5-point Likert scale (1 = fully agree; 5 = I fully disagree); The class 2013 and 2014 pre-block and post-block nonparametric, ordered and paired self-assessments were analyzed using a paired Wilcoxon test
  2. *P < 0.05 or **P < 0.01 vs. regular controls; # P < 0.05 or ## P < 0.01 vs. small-group team tutoring courses tutees; P <0.05 or †† P < 0.01 vs. pre-block assessment