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Table 1 Comparison of students’ responses between LTM and Control groups; before and after lecture and overall responses

From: Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study

Questions

LTM, n = 120

Control, n = 123

P valuea

Effect size (r)b

Median

Mean + SD

Median

Mean + SD

Before lecture

 Knowledge of ocular anatomy is good before the anatomy lecture

3

2.72 + 1.14

3

2.94 + 1.04

0.103

0.10

 Good confidence in making differential diagnoses before the anatomy lecture

2

2.05 + 0.88

2

2.32 + 0.88

0.012*

0.16

 I perceive the undergraduate ophthalmology course before the lecture to be difficult and challenging

3

3.41 + 0.92

3

3.34 + 0.82

0.634

0.03

After lecture

 Knowledge of ocular anatomy is good after the anatomy lecture

4

4.04 + 0.56

4

3.86 + 0.74

0.074

0.11

 Good confidence in making differential diagnosis after the anatomy lecture

4

3.71 + 0.70

3

3.38 + 0.83

0.002*

0.20

 I perceive the undergraduate ophthalmology course after the lecture to be difficult and challenging

3

3.05 + 0.92

3

3.16 + 0.90

0.396

0.05

Overall

 The anatomy lecture has been useful to my management of common eye conditions.

4

4.06 + 0.63

4

3.78 + 0.73

0.002*

0.20

 The anatomy lecture has been useful to me in identifying potential sight and/or life-threatening eye-related conditions.

4

4.18 + 0.69

4

3.98 + 0.74

0.019*

0.15

  1. a = Two groups are compared by Mann-Whitney-U test and p < 0.05 is considered statistically significant
  2. b = Effect size (r) is determined by divided by the root of sample size (small effect: 0.1 < r ≤ 0.3, medium effect: 0.3 < r ≤ 0.5, large effect: r > 0.5)
  3. Likert Scale; 1 = Strongly Disagree, 2 = Disagree, 3 = Neither agree nor disagree, 4 = Agree, 5 = Strongly Agree