Table 2 Summary of mean effectiveness scores as reported by students. Mean effectiveness scores were analyzed with one-way ANOVA using post-hoc adjustments for pair-wise comparisons relative to PBL (“baseline”) and included Scheffe’s method for multiple comparison adjustment
From: Innovation in early medical education, no bells or whistles required
Innovative learning modality | Modality effectiveness | ||
|---|---|---|---|
Mean effectiveness score (+/− SD) | P-value (vs. PBL) | % of students reporting modality to be at least moderately effective (% highly effective) | |
Live Patient Encounters (LPE) | 4.77 (+/− 0.55) n = 286 | < 0.001 | 96.9% (81.5%) |
Augenblick | 4.21 (+/− 0.92) n = 286 | 0.901 | 84.3% (45.5%) |
Problem-Based Learning (PBL) | 4.11 (+/− 1.01) n = 285 | Referent | 80.7% (43.2%) |
Gout Racer video game | 3.49 (+/− 1.10) n = 275 | < 0.001 | 52.7% (17.1%) |
Simulation Knee Injection | 3.09 (+/− 1.10) n = 276 | < 0.001 | 36.6% (8.7%) |
Rheumatology Remedy e-module | 3.49 (+/− 1.14) n = 94 | < 0.001 | 51.0% (22.3%) |