How medical students co-regulate their learning in clinical clerkships: a social network study

BMC Medical Education

Table 1 Results of the ANOVA tests comparing proportions of students across three educational years, (N = 403)

	Mean Y1	Mean Y2	Mean Y3	Mean difference (Y2-Y1)	Mean difference (Y3-Y1)	Mean difference (Y3-Y2)	F
Discussing learning goals
WPS	0.44	0.63	0.72	0.19**	0.28***	0.09	11.48
Discussing learning strategies
Peers	0.56	0.41	0.40	−0.15*	−0.16*	0.01	4.61
WPS	0.30	0.25	0.49	−0.05	0.19**	0.24***	9.05
Friends	0.28	0.13	0.16	−0.15**	− 0.12*	0.03	5.47
Discussing working on learning goals
WPS	0.26	0.35	0.50	−0.09	0.24***	0.15*	8.79
Peers	0.50	0.36	0.33	−0.14*	− 0.17*	−0.03	5.07
Discussing self-reflections / self-evaluations
WPS	0.32	0.49	0.59	0.17**	0.27***	0.10	10.42

Results of the ANOVA tests comparing the proportions of first-, second-, and third-year students regarding the purposes for which they engaged others in their co-regulatory networks. “Mean” refers to the proportion of all students (N = 403) who engaged the respective group in the said regulatory activity (discussing learning goals, learning strategies, how to work on learning goals, and self-reflections/self-evaluations). The degrees of freedom for the ANOVA tests were 2 and 400, respectively. For post-hoc tests we mentioned only the rotations that differed significantly following the pairwise t-test
* = p < 0.05, ** = p < 0.01, *** = p < 0.001

ISSN: 1472-6920