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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)