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Table 3 Post survey response

From: Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia

  University of Tasmania University of Nusa Cendana
  Agree N(%) Disagree N(%) Total N(%) Agree N(%) Disagree N(%) Total N(%)
It was clearly explained why peer learning was part of this program 15 (83) 3 (17) 18 (100) 15 (75) 5 (25) 20 (100)
The intended learning outcomes were clearly outlined 13 (72) 4 (22) 17 (95) 14 (70) 6 (30) 20 (100)
The marking rubric helped me achieve the intended learning outcomes 10 (56) 7 (39) 17 (95) 19 (95) 1 (5) 20 (100)
Online tools made it easy to communicate with our peers from overseas 5 (28) 12 (67) 17 (95) 16 (80) 4 (20) 20 (100)
Working in small groups helped me achieve the intended learning outcomes of the learning activity 7 (39) 11 (62) 18 (100) 17 (85) 2 (10) 19 (95)
The intercultural group work allowed me to apply and deepen my understanding of global health 7 (39) 9 (50) 16 (89) 17 (85) 3 (15) 20 (100)
The intercultural peer project made me aware of similar/different cultural approaches to global health issues 10 (56) 7 (39) 17 (95) 16 (80) 3 (15) 19 (95)
I appreciated learning about global health issues by working with my local and international peers, instead of attending traditional lectures 10 (56) 6 (33) 16 (89) 18 (90) 2 (10) 20 (100)
The project gave me an opportunity to learn how overseas students think about global health issues 5 (28) 12 (67) 17 (95) 18 (90) 2 (10) 20 (100)
The on-campus time allocated to discuss the peer-group project was sufficient 12 (67) 6 (33) 18 (100) 9 (45) 11 (55) 20 (100)