Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses

Table 5 A logistic regression model investigating the relationship between IEPS and KOLB learning style, BFI, gender, and age, in a study investigating personality and learning styles in relation to attitudes towards interprofessional education (IPE) among undergraduate medical students. Results are expressed as an odds ratio (OR) for being positive to IPE in a univariate and multivariable analysis

Variable			Crude measures		Univariable			Multivariable
								Adjusted for all variables*
					OR	95% CI	p-value	OR	95% CI	p-value
			n	%
KOLB	EMORAT	1	16	27	Reference			Reference
		2	16	27	1.000	0.239–4.184	1.00	1.473	0.197–11.032	0.706
		3	28	47	1.500	0.408–5.518	0.542	3.086	0.469–20.291	0.241
	REPRA	1	18	30	Reference			Reference
		2	18	30	3.500	0.825–14.848	0.089	8.049	1.206–53.707	0.031**
		3	24	40	2.429	0.678–8.701	0.173	4.094	0.612–27.374	0.146
BFI	Extraversion	Yes	24	40	Reference			Reference
		No	36	60	1.857	0.624–5.530	0.266	1.758	0.416–7.425	0.443
	Agreeableness	Yes	37	62	Reference			Reference
		No	23	38	1.725	0.550–5.412	0.350	3.115	0.681–14.254	0.143
	Neuroticism	Yes	28	47	Reference			Reference
		No	32	53	0.351	0.112–1.098	0.072	0.315	0.075–1.319	0.114
	Conscientiousness	Yes	30	50	Reference			Reference
		No	30	50	1.833	0.616–5.453	0.276	1.251	0.276–5.666	0.772
	Openness	Yes	33	55	Reference			Reference
		No	27	45	0.545	0.184–1.613	0.273	0.347	0.078–1.549	0.165
Gender	Male		23	38	Reference			Reference
Gender	Female		37	62	1.11	0.370–3.338	0.851	0.607	0.101–3.665	0.587
Age	< 27		26	43	Reference			Reference
	27–30		20	33	0.684	0.125–1.929	0.308	0.301	0.062–1.476	0.139
	> 30		14	23	0.491	0.193–2.419	0.556	0.259	0.034–1.947	0.189

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