Table 5 Constructive activities
From: Does PBL deliver constructive collaboration for students in interprofessional tutorial groups?
Items | Midwifery | Nursing | Medical | p Kruskal- Wallis | |||
|---|---|---|---|---|---|---|---|
Mean | SD | Mean | SD | Mean | SD | ||
Constructive activity | |||||||
 Students were able to make adequate summaries | 2.48 | 0.48 | 2.59 | 0.55 | 3.22 | 0.39 | 0.000 |
 Students were able to make a distinction between the main and side issues in the subject matter | 2.94 | 0.53 | 2.89 | 0.50 | 3.22 | 0.31 | 0.000 |
 Students asked critical questions | 2.66 | 0.63 | 2.59 | 0.43 | 3.05 | 0.40 | 0.000 |
Students corrected misconceptions about the subject matter | 2.62 | 0.54 | 2.59 | 0.43 | 3.05 | 0.40 | 0.000 |
 Students contributed to a better understanding of the subject | 2.69 | 0.53 | 2.89 | 0.57 | 3.43 | 0.39 | 0.000 |