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Table 3 Pearson’s correlation coefficient between the Conceptions of Learning and Strategies to Learning, and between the weighted grade and Strategies to Learning Medicine

From: To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course

 Weighted GradeAdvanced-level COLMBasic-level COLM
IOKAUSNWCMPTPTPSA
Deep Strategy0.11 (p = .08)0.13 (p = .03)0.14 (p = .02)0.18 (p < .01)0.16 (p = .01)0.28 (p < .01)−0.06 (p = .33)− 0.23 (p < .01)0.16 (p = .01)0.30 (p < .01)
Surface Strategy−0.13 (p = .03)0.02 (p = .73)−0.06 (p = .30)−0.03 (p = .62)−0.07 (p = .28)−0.13 (p = .03)0.24 (p < .01)0.43 (p < .01)0.09 (p = .14)−0.13 (p = .03)
  1. Abbreviation: COLM Conceptions of Learning Medicine, IOK Increase One’s Knowledge, A Applying, U Understanding, SNW Seeing in a New Way, C Communication, M Memorizing, PT Preparing for Testing, PTP Practicing Tutorial Problems, SA Skills Acquisition