Table 5 The distribution (%) of small-group and classroom tutoring participants in high (>400) and low (<400) OSCE_diag and OSCE_reason score’s groups among class 2013 and 2014 clerks whose with different levels of additional course’s attendance

Attendance (%) of two additional tutoring courses or not attending additional course (regular control) among all clerks [case No. (% among class 2013 or class 2014 clerks)]

Class 2013

34/124(27%)

36/124(30%)

54/124(43%)

Class 2014

50/128(39%)*

50/128(39%)

28/128(22%)

Participants with high (>400) post-Internal Medicine block’s OSCE_diag scores

Class 2013

21/34 (62%)

22/36(61%)

20/54(37%)

Class 2014

36/50 (72%)*

31/50(62%)

11/28(39%)

Participants with low (<400) post-Internal Medicine block’s OSCE_diag scores

Class 2013

13/34(38%)

14/36(39%)

34/54(63%)

Class 2014

14/50(28%)

19/50(38%)

17/28(61%)

Participants with high (>400) post-Internal Medicine block’s OSCE_reason scores

Class 2013

22/34(65%)

23/36(64%)

19/54(35%)

Class 2014

37/50(74%)*

34/50(68%)

10/28(36%)

Participants with low(<400) post-Internal Medicine block’s OSCE_reason scores

Class 2013

12/34(35%)

13/36(36%)

35/54(65%)

Class 2014

13/50(26%)

17/50(32%)

18/28(64%)