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Table 5 Assessment of design, interaction, teaching methods and students’ satisfaction

From: Opening up a tailored tutor qualification program for medical students to other healthcare students – a mixed-method study

  Medical students HCS U P
n mean SD n mean SD
The overall concept of the training was clear. 75 1.37 0.56 22 1.09 0.29 622.0 .025
The trainers responded to participants’ questions and discussions. 75 1.04 0.20 22 1.09 0.43 819.0 .881
Fears and uncertainties were adequately addressed. 75 1.19 0.46 22 1.36 0.49 665.0 .050
Feedback was appropriate and constructive. 75 1.37 0.67 22 1.45 0.80 791.5 .716
The teamwork was based on partnership and goals. 75 1.15 0.36 22 1.09 0.29 779.0 .502
I was able to contribute my ideas during the learning process. 75 1.35 0.60 22 1.59 0.96 720.0 .268
The lecturers were good role-models for interprofessional cooperation. 75 1.16 0.44 22 1.32 0.65 742.5 .258
Attending the training was worthwhile. 75 1.41 0.70 22 1.50 0.86 803.5 .820
Learning with other professions was advantageous. 72 1.35 0.59 21 1.29 0.62 739.5 .848
Overall, I give the tutor training program the following gradea 74 1.31 0.49 21 1.33 0.58 776.0 .991
  1. Five-point Likert scale (1 = strongly agree, 5 = strongly disagree)
  2. HCS Healthcare students, U Test statistic for Mann-Whitney tests
  3. aFive-point Likert scale (1 = very good, 5 = poor)