Table 6 Reasons for not adopting active learning methods across genders and types of funding in healthcare colleges in the Middle East
From: The use of active learning strategies in healthcare colleges in the Middle East
Reason | Gender | Source of funding | ||||||
|---|---|---|---|---|---|---|---|---|
Both genders (722 resp.) n (%) | Male (385 resp.) n (%) | Female (337 resp.) n (%) | p-value | Any source (716 resp.)a n (%) | Public (617 resp.) n (%) | Private (99 resp.) n (%) | p-value | |
Lack of technical support | 280 (38.78) | 156 (40.52) | 124 (36.80) | 0.3055 | 279 (38.97) | 254 (41.17) | 25 (25.25) | 0.0057* |
Lack of administrative support | 164 (22.71) | 91 (23.64 | 73 (21.66) | 0.5275 | 163 (22.77) | 151 (24.47) | 12 (12.12) | 0.0230* |
No appreciation | 134 (18.56) | 69 (17.92) | 65 (19.29) | 0.6377 | 133 (18.58) | 122 (19.77) | 11 (11.11) | 0.1195 |
Time constraint | 313 (43.35) | 138 (35.84) | 175 (51.93) | < 0.0001* | 309 (43.16) | 279 (45.22) | 30 (30.30) | 0.0107* |
Disinterest | 110 (15.24) | 58 (15.06) | 52 (15.43) | 0.8916 | 109 (15.22) | 91 (14.75) | 18 (18.18) | 0.6743 |
Refrained from answering the question | 34 (4.71) | 17 (4.42) | 17 (5.04) | 0.6906 | 34 (4.75) | 27 (4.38) | 7 (7.07) | 0.4318 |