Table 3 Student feedback about test ordering and interpretation. IWB/CRL sessions vs. traditional learning sessions
IWB/CRL sessions | Vertically integrated curriculum | p | ||||
|---|---|---|---|---|---|---|
3rd year n = 27 | 3rd year n = 40 | 4th year n = 56 | 5th year n = 78 | 6th year n = 32 | ||
1. Now when I complete a test ordering file, I understand the reason/indication for the test | 3.37 ± 1.01 | 3.95 ± 0.83 | 3.68 ± 0.79 | 4.01 ± 0.81 | 4.50 ± 0.62* | < 0.001 |
2. Now when I complete a test ordering file, the most frequent reason/indication that I specify is (%): | ||||||
• I never specify a reason or indication/I specify the resident/senior’s request | 0.0 | 61.5 | 57.1 | 64.1 | 40.6 | < 0.001 |
• To test (affirm or eliminate) a hypothesis | 27.9 | 10.3 | 17.9 | 26.9 | 46.9 | |
• To conform to recommendations | 23.0 | 12.8 | 21.4 | 6.4 | 9.4 | |
• As “a systematic approach” | 8.2 | 5.1 | 0 | 2.6 | 0 | |
• To assess the time course | 29.5 | 5.1 | 3.6 | 0 | 3.1 | |
• To adapt the treatment | 11.5 | 5.1 | 0 | 0 | 0 | |
3. Now when I complete a test ordering file, I specify one or more nonclinical signs to be looked for | 2.81 ± 1.17 | 2.51 ± 1.10 | 2.63 ± 1.10 | 3.14 ± 1.18 | 3.61 ± 1.12* | < 0.001 |
4. Now when I complete a test ordering file, I integrate the risks and limitations into the decision | 3.46 ± 1.07 | NK | 3.04 ± 0.85 | 3.50 ± 0.83# | 3.72 ± 0.77# | 0.002 |
5. Now I look for positive and negative nonclinical signs directly on the raw data and not on the report | 3.54 ± 1.03** | 2.77 ± 0.87 | 2.48 ± 0.85 | 2.70 ± 0.92 | 3.47 ± 0.88** | < 0.001 |