Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes

BMC Medical Education

Table 2 Descriptive statistics for all variables included in the analyses (N = 269). Standardized exam scores are reported

Variable	Range	Mean	SD
Age at Year 1	18–38	20.85	1.92
Female (n = 158, 59 %)
Repeater (n = 141, 53 %)
DA
Year 1	17–50	33.46	5.69
Year 2	16–49	34.21	5.46
Year 3	17–46	32.62	6.11
Year 5	11–47	29.43	6.59
SA
Year 1	10–37	22.24	4.78
Year 2	11–40	21.55	5.10
Year 3	11–41	23.65	5.84
Year 5	11–39	23.02	5.91
Exam sessions^a
Year 1-Modules A/B	0–100	62.17	12.74
Year 2-Modules 1/2	0–100	67.29	14.98
Year 3-Modules 3/4	0–100	50.93	17.94
Year 4-ICRU	0–100	60.54	17.70
Year 4-LCE-I	0–100	53.72	18.60
Year 5-LCE-I	0–100	61.98	16.13
Year 5-LCE-II	0–100	49.22	18.05
Year 6-Elective year	0–100	55.91	18.89

Notes. DA Deep learning approaches, SA Surface learning approaches, ICRU Introduction to clinical reasoning unit, LCE-I Learning in the clinical environment – first part, LCE-II Learning in the clinical environment – second part
^aStandardized performance scores per exam session were expressed on a scale from 0 to 100 to ease interpretation

ISSN: 1472-6920