Fig. 1From: Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical studentsQuick Risk Test (QRT) scores assessed at the beginning (Baseline) and the end of the seminar (upper panel) as well as changes in QRT scores (delta scores; lower panel) in groups who received positive versus negative framing. ***p < .001, results of posthoc t-tests. For ANOVA results, see text. Data are shown as mean and SEMBack to article page