Effect of a high value care curriculum on standardized patient exam in the Core Clerkship in Internal Medicine

BMC Medical Education

Table 1 Student characteristics by control and intervention groups

Characteristic^a	Control (n = 66)	Intervention (n = 70)	p-value
Gender
Female	33 (50.0)	38 (54.3)	0.62
Male	33 (50.0)	32 (45.7)
Ethnicity
Hispanic	7 (10.6)	5 (7.1)	0.48
Non-Hispanic	59 (89.4)	65 (92.9)
Race^b
American Indian or Alaska Native	1 (1.5)	1 (1.4)	1.00
Asian	23 (34.9)	23 (32.9)	0.81
Black or African American	11 (16.7)	4 (5.7)	0.06
Native Hawaiian or Other Pacific Islander	0 (0.0)	0 (0.0)	–
White	30 (45.5)	37 (52.9)	0.39
Undergraduate Major^c
Non-Science	14 (21.5)	16 (22.9)	0.85
Science	51 (78.5)	54 (77.1)
Undergraduate GPA^d
Biology, Chemistry, Physics, and Math Courses	3.87 (3.76–3.93)	3.92 (3.81–3.98)	0.06
Total	3.88 (3.79–3.94)	3.91 (3.81–3.96)	0.07
MCAT Scores^e	35.1 (32.1–38.1)	35.7 (32.5–38.8)	0.28
Age^f (years)	25.0 (24.0–26.0)	26.0 (24.0–28.0)	0.007

GPA Grade point average, MCAT Medical College Admission Test
^a Values for gender, ethnicity, race, and undergraduate degree are presented as n (%). Values for undergraduate grade point average and age are presented as median (inter-quartile range). Values for Medical College Admission Test scores are presented as mean (95% confidence interval)
^b Students were permitted to select all that apply, such that the sum of within-cell sample sizes may exceed the total group sample size
^c Undergraduate major was categorized as either non-science or science. Major information was unavailable for one student in the control group
^dUngraduate grade point average from the students’ American Medical College Application Service (AMCAS) application
^eAll students in this sample completed the test prior to the current version released in 2015. The scores presented represent the sum of the biological science, physical science, and verbal reasoning domain scores
^fAge was defined as the students’ age at start of the clerkship

ISSN: 1472-6920