Table 3 |
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Learning content |
Self-assessment questions |
Interactive ECG interpretation |
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|
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Mean ± SD |
Mean ± SD |
Mean ± SD |
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Students ranking the pedagogic value of the modules in the web-based programme 1-6 (worst possible -best possible) |
4.5 ± 1.2 |
4.5 ± 1.3 |
5.0 ± 1.3 |
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Median (IQR) |
Median (IQR) |
Median (IQR) |
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|
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Time spent in modules (hh:mm) |
01:21 (0:06-05:30) |
0:13 (0:03-00:42) |
0:37 (0:04-02:55) |
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Total n |
User n* |
Non User n |
User n** |
Non User n |
User n*** |
Non User n |
|
|
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|
40 |
53 |
58 |
35 |
33 |
60 |
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|
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|
User % |
Non User % |
User % |
Non User % |
User % |
Non User % |
|
|
|
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|
Total % |
43% |
57% |
62% |
38% |
35% |
65% |
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|
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Learning styles |
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|
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Active/Reflective |
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|
|
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|
Active |
18% |
21% |
15% |
26% |
12% |
23% |
|
|
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|
Intermediate Act/Ref |
70% |
60% |
71% |
54% |
67% |
63% |
|
|
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|
Reflective |
13% |
19% |
14% |
21% |
21% |
13% |
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|
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Visual/Verbal |
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|
|
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|
Visual |
50% |
36% |
44% |
38% |
39% |
43% |
|
|
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|
Intermediate Vis/Ver |
48% |
57% |
51% |
56% |
55% |
52% |
|
|
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|
Verbal |
3% |
8% |
3% |
9% |
6% |
5% |
|
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|
Sensing/Intuitive |
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|
|
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|
Sensing |
38% |
43% |
42% |
38% |
48% |
37% |
|
|
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|
Intermediate Sen/Int |
55% |
45% |
48% |
51% |
45% |
52% |
|
|
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|
Intuitive |
8% |
11% |
8% |
12% |
6% |
12% |
|
|
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|
Sequential/Global |
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|
|
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|
Sequential |
18% |
21% |
17% |
24% |
24% |
17% |
|
|
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|
Intermediate Seq/Glo |
58% |
57% |
55% |
60% |
55% |
58% |
|
|
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|
Global |
25% |
23% |
27% |
18% |
21% |
25% |
|
|
||||||
|
The upper part of the table 3 shows the students ranking, time spent, with inter quartile range (IQR). The lower part results in user - non user from the individual modules divided into learning style. *A user in the Learning content module was defined as a student who logged on for at least 20 min in that specific module. **A user in the Self-assessment questions module was defined as a student who logged on for at least 10 min in that specific module. ***A user in the Interactive ECG interpretation module was defined as a student who logged on for at least 20 min in that specific module. |
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|
Nilsson et al. BMC Medical Education 2012 12:5 doi:10.1186/1472-6920-12-5 |
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