Table 1.
Correlations between performance in procedural knowledge tests (KFP and PST) and learner characteristics
| |
Procedural knowledge (KFP + PST) |
Strategic knowledge (KFP) |
Conditional knowledge (PST) |
|||
|---|---|---|---|---|---|---|
| r | P | r | P | r | P | |
|
Domain specific conceptual knowledge |
|
|
|
|
|
|
| Result of conceptual knowledge test |
0.27 |
0.017* |
0.18 |
0.100 |
0.26 |
0.019* |
|
Learner characteristics |
|
|
|
|
|
|
| Age |
0.09 |
0.444 |
0.13 |
0.266 |
0.04 |
0.740 |
| Gender, F/M |
|
0.190 |
|
0.141 |
|
0.380 |
| Kolb’s Learning Style Inventory |
|
0.361 |
|
0.942 |
|
0.154 |
| Motivation to learn nephrology |
0.12 |
0.287 |
0.23 |
0.040* |
0.01 |
0.911 |
| Intended career as hospital-based doctor |
|
0.009** |
|
0.009** |
|
0.068 |
|
Clinical experience |
|
|
|
|
|
|
| Years of study |
0.07 |
0.561 |
0.12 |
0.305 |
0.02 |
0.895 |
| Duration of clinical clerkships |
0.26 |
0.023* |
0.33 |
0.003** |
0.14 |
0.218 |
|
Cognitive performance |
|
|
|
|
|
|
| Result of university entrance diploma |
−0.07 |
0.541 |
0.11 |
0.380 |
−0.18 |
0.130 |
| Percentage of correct answers in NME-I | 0.38 | 0.001** | 0.26 | 0.025* | 0.38 | 0.001** |
* p < 0.05; ** p < 0.01; *** p < 0.001.