Table 3.
Pretraining assessment responses compared for those who wrote free-text responses that were classified as either positively or negatively disposed toward RO-CBL and compared using Kruskal-Wallis rank test (significance set at P<.008).
| Item | Positive subgroupa (n=39), median | Negative subgroupa (n=20), median | Chi-square | P-valueb |
| I understand what a RO-CBLc is, conducted via a Web conference with file sharing | 4 | 4 | <0.01 | .78 |
| I understand how RO-CBL will work in practice | 3 | 3 | 0.3 | .59 |
| I could meet the CBL'sd learning objectives via RO-CBL | 4 | 3 | 1.2 | .26 |
| I could envisage RO-CBL being used in the future | 4 | 3 | 4.9 | .03 |
| I would like RO-CBL to be used in the future | 4 | 3 | 15.3 | <.001 |
| I am looking forward to trialing RO-CBL | 4 | 3 | 8.8 | .003 |
| I am confident using Google documents | 4 | 3 | 1.0 | .31 |
| I am confident using Google hangouts | 2 | 2 | 2.4 | .12 |
aKey: Response options 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree.
bItalicized Pvalue=statistically significant value.
cRO-CBL: remote-online case-based learning.
dCBL: case-based learning.