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Table 3 Learning environment scale scores (estimated marginal means) for each of the education institutions

From: Perceptions of the academic learning environment among occupational therapy students – changes across a three-year undergraduate study program

  Oslo Bergen Trondheim Sandnes Tromsø Gjøvik
Scales M (95%CI) M (95%CI) M (95%CI) M (95%CI) M (95%CI) M (95%CI)
Clear goals and standards 16.3 (15.5–17.2) 16.5 (15.5–17.6) 17.0 (16.2–17.8) 17.4 (16.3–18.5) 17.9 (16.7–19.1) 16.9 (15.7–18.2)
Emphasis on independence 17.4 (16.4–18.3) 19.1 (17.9–20.3) 18.5 (17.6–19.4) 18.4 (17.2–19.6) 18.2 (16.8–19.5) 18.2 (16.8–19.6)
Good teaching 25.5 (24.1–16.9) 25.1 (23.4–26.8) 26.8 (25.5–28.1) 25.1 (23.4–26.9) 27.8 (25.9–29.7) 24.6 (22.6–26.6)
Appropriate workload 14.4 (13.5–15.3) 15.3 (14.3–16.4) 15.0 (14.2–15.8) 15.1 (14.0–16.2) 16.9 (15.8–18.2) 15.7 (14.5–17.0)
Generic skills 23.4 (22.5–24.3) 24.4 (23.3–25.4) 23.9 (23.1–24.7) 22.6 (21.4–23.7) 24.0 (22.7–25.2) 24.1 (22.8–25.4)
Feedback 2.2 (2.0–2.5) 2.2 (1.9–2.5) 2.2 (1.9–2.4) 2.2 (1.9–2.6) 2.3 (1.9–2.6) 2.3 (2.0–2.7)
Student satisfaction 3.8 (3.5–4.0) 3.5 (3.2–3.7) 3.9 (3.7–4.1) 3.8 (3.5–4.0) 3.8 (3.5–4.1) 3.6 (3.3–4.0)
  1. The estimated marginal means are averaged across the three study years and are adjusted by age and study efforts