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Table 3 Topic-specific scores and comparative evaluation of educational effect for medical students stratified by ΔSelf-assessment scores (high [≥15] vs. low [< 15])

From: Efficient undergraduate learning of liver transplant: building a framework for teaching subspecialties to medical students

 

High (n = 131)

Low (n = 132)

p

Postclass scores (mean, SD)

 Topic 1

7.5 (1.0)

7.6 (1.4)

0.052&

 Topic 2

7.7 (1.1)

7.6 (1.5)

0.775&

 Topic 3

7.9 (1.0)

7.7 (1.4)

0.953&

 Topic 4

7.5 (1.2)

7.3 (1.5)

0.673&

 Topic 5

7.6 (1.0)

7.4 (1.5)

0.634&

ΔScores (mean, SD)

 ΔTopic 1

3.9 (1.4)

1.8 (1.1)

< 0.001&

 ΔTopic 2

4.3 (1.7)

2.0 (1.3)

< 0.001&

 ΔTopic 3

3.9 (1.6)

1.5 (0.9)

< 0.001&

 ΔTopic 4

4.0 (1.5)

1.9 (1.1)

< 0.001&

 ΔTopic 5

4.0 (1.5)

1.9 (1.1)

< 0.001&

Comparative evaluation

 Felt better than

  Traditional PBL (n, %)

74 (56.5)

60 (45.4)

0.374*

  Large-lecture class (n, %)

119 (90.8)

123 (93.2)

0.196*

 More satisfied than

  Traditional PBL (n, %)

82 (62.6)

84 (63.6)

0.694*

  Large-lecture class (n, %)

113 (86.3)

120 (90.9)

0.337*

  1. ΔScores = postclass score – preclass score
  2. p value was calculated by either chi-squared test* or Mann-Whitney U test&
  3. Abbreviation: PBL problem-based learning