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Table 2 Educational benefit of research – Likert responsesa

From: Perceived attitudes of the importance and barriers to research amongst Rwandan interns and pediatric residents – a cross-sectional study

 

Group 1: Interns (n = 38) Mean

Group 2: Residents (n = 22) Mean

Total (n = 60) Mean

p-value and z-statistic*

To train medical students/residents how to conduct research/scholarship

4.82

4.73

4.78

p = 0.320 (z = − 0.99)

To expose medical students/residents to research

4.84

4.64

4.77

p = 0.027 (z = −2.206)

To improve patient care

4.86

4.86

4.75

p = 0.306 (z = −1.03)

To encourage medical students/residents to develop self-confidence

4.68

4.50

4.62

p = 0.411 (z = −0.82)

To develop skills in working independently

4.68

4.41

4.58

p = 0.093 (z = −1.68)

To encourage medical students/residents to pursue subspecialty fellowship

4.68

4.23

4.52

p = 0.008 (z = −2.63)

For scientific discovery

4.68

4.00

4.43

p = 0.003 (z = −2.97)

To teach medical students/residents problem-solving skills

4.39

4.36

4.38

p = 0.372 (z = −0.89)

To encourage medical students/residents to pursue careers in academic medicine

4.68

3.86

4.38

p < 0.001 (z = −4.12)

To give all medical students/residents the experience of submitting an institutional review board (IRB) ethics application

4.11

4.18

4.13

p = 0.961 (z = −0.05)

Total educational benefit survey score (10-items)b

46.3 (±4.6)

44.1 (±4.6)

45.5 (±4.7)

p = 0.023 (z = −2.27.)

  1. aLikert questions used and scoring: Extremely important = 5; Very Important = 4; Moderately important = 3; Slightly important = 2; Not at all important =1; *Mann-Whitney test; bCronbach reliability = 0.865; ±Standard deviation