Implementing a flipped classroom model in an evidence-based medicine curriculum for pre-clinical medical students: evaluating learning effectiveness through prospective propensity score-matched cohorts

Table 5 Regression coefficient for “allocation groups” in the multivariable linear regression models including EBM post-course exam scores for all students^a (n = 90)

Post-course scores for the EBM program (EBM category/exam format)	Unstandardized coefficient		Standardized coefficient	t	p-value	Adjusted R²
	B	se	β	t	p-value	Adjusted R²
Ask/written exam	2.219	.265	0.649	8.377	< 0.001	0.496
Acquire/written exam	1.950	.345	0.478	5.651	< 0.001	0.400
Appraise/written exam	5.447	.415	0.839	12.419	< 0.001	0.658
Ask/oral exam	1.659	.224	0.634	7.409	< 0.001	0.387
Acquire/oral exam	1.908	.261	0.616	7.324	< 0.001	0.406
Appraise/oral exam	0.654	.171	0.360	3.815	< 0.001	0.253
Apply/oral exam	3.396	.264	0.834	12.846	< 0.001	0.647

^aAge, gender, admission route, student loan, past academic performance, pre-course scores in the EBM class, extroversion, neuroticism, conscientiousness, and agreeableness scores from the personality trait scales with SMD > 0.1 listed in Table 3 were included as covariates. The unstandardized regression coefficient for the “group” variable refers to the control group as the reference group, and the average score difference of the experimental group relative to the control group (standardized coefficient is the average score difference of the experimental group relative to the original score of the control group after standardization)

ISSN: 1472-6920