Skip to main content

Table 1 Description of the participants and their performance in the evaluations of their learning sheets (N = 144)

From: Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students

 

Medical laboratory science & biotechnology students†

Pharmaceutical students†

Undergraduate medical students†

 

Characteristics

N (%)

N (%)

N (%)

ANOVA #

 

32 (22)

27 (19)

85 (59)

 
 

Mean (SD)

Mean (SD)

Mean (SD)

df

F

p

Learning sheets ‡

1 st / 2 nd evaluation *

1 st / 2 nd evaluation *

1 st / 2 nd evaluation *

 

Total score

13.09 (1.35) / 23.30 (1.12)*

15.28 (5.36)a / 25.13 (5.89)* a

15.82 (6.56)c / 24.72 (6.98)* c

2

3.05

0.0478

 Clarity

2.57 (1.20) / 3.23 (0.72)*

3.02 (0.72)a, b / 3.51 (0.53)* a, b

2.79 (1.00)c / 3.34 (0.69)*

2

0.30

0.0019

 Accuracy

1.65 (1.35) / 2.77 (1.12)*

1.93 (1.15) / 2.87 (0.92)*

2.02 (1.20)c / 2.85 (0.85)*

2

0.62

0.5406

 Precision

2.17 (0.96) / 3.10 (0.82)*

2.64 (0.89)a, b / 3.23 (0.75)*

2.43 (1.04)c / 3.05 (0.77)*

2

1.10

0.3647

 Relevance

2.31 (1.15) / 3.01 (0.91)*

2.35 (0.92) / 3.16 (0.72)* b

2.31 (1.04) / 2.97 (0.87)*

2

2.66

0.0707

 Depth

0.85 (1.01) / 2.29 (1.17)*

1.07 (0.75) / 2.57 (0.96)* a

1.16 (0.92)c / 2.59 (1.05)* c

2

4.67

0.0097

 Breadth

0.57 (0.72) / 1.61 (1.06)*

0.67 (0.68) / 1.68 (1.09)* b

0.83 (0.77)b, c / 2.04 (1.14)* c

2

11.28

< 0.0001

 Logic

1.46 (1.28) / 2.74 (1.04)*

1.68 (1.23) / 3.03 (0.88)* a,b

2.01 (1.24)b, c / 2.84 (0.98)*

2

3.31

0.0371

 Significance

0.73 (0.85) / 2.15 (1.10)*

1.02 (0.80)a / 2.52 (0.93)* a

1.11 (0.87)c / 2.42 (1.00)* c

2

5.64

0.0037

 Fairness

0.77 (1.88) / 2.40 (1.16)*

0.95 (0.79) / 2.56 (0.92)*

1.16 (0.87)b,c / 2.53 (0.97)*

2

1.18

0.3085

  1. †Students were divided into groups of 4–5 participants to complete the exercises. However, the learning sheets scores were filed individually. #The difference between groups in their performance in the second evaluation was calculated using analysis of variance (ANOVA).
  2. ‡The subscales in the learning sheets are scored on a scale of 1–4 for each dimension.
  3. * The difference in performance between the first and second evaluations was compared using paired t-tests, p < 0.05.
  4. a Medical laboratory science and biotechnology vs. pharmaceutical students, p < 0.05.
  5. b Pharmaceutical vs. undergraduate medical students, p < 0.05.
  6. c Medical laboratory science and biotechnology vs. undergraduate medical students, p < 0.05.
Back to article page

BMC Medical Education

ISSN: 1472-6920

Contact us