Table 3.
Student Assessment of Quality of Didactic ID Education Based on Learning Resources Provided
| Provided Resource | Very Good, n = 220 | Good, n = 219 | Acceptable, n = 76 | Poor, n = 22 | P Value |
|---|---|---|---|---|---|
| Number of resources provided, mean ± SD | 11.1 ± 4.0 | 9.7 ± 4.3 | 8.6 ± 4.7 | 7.6 ± 4.4 | <.01 |
| Number of helpful resources provided, mean ± SD | 10.6 ± 3.8 | 8.8 ± 3.8 | 7.4 ± 4.1 | 5.1 ± 4.3 | <.01 |
| Percentage of classroom time allocated to active learning, mean ± SD | 32.3 ± 22.8 | 26.1 ± 21.8 | 23.8 ± 24.9 | 30.2 ± 37.9 | .03 |
| Lecture slides | 220 (100.0) | 218 (99.5) | 74 (97.4) | 22 (100.0) | .06 |
| Patient cases | 219 (99.5) | 219 (100.0) | 70 (92.1) | 21 (95.5) | <.01 |
| Audience response | 205 (93.2) | 203 (92.7) | 68 (89.5) | 17 (77.3) | .06 |
| Handouts and or worksheets | 193 (87.7) | 189 (86.3) | 57 (75.0) | 14 (63.6) | <.01 |
| Recorded lectures | 187 (85.0) | 183 (83.6) | 64 (84.2) | 13 (59.1) | .02 |
| Concept maps | 173 (78.6) | 138 (63.0) | 44 (57.9) | 9 (40.9) | <.01 |
| Videos or media clips | 151 (68.6) | 115 (52.5) | 32 (42.1) | 7 (31.8) | <.01 |
| Online or app-based study tool | 129 (58.6) | 92 (42.0) | 28 (36.8) | 7 (31.8) | <.01 |
| Games | 126 (57.3) | 103 (47.0) | 24 (31.6) | 6 (27.3) | <.01 |
| Think-pair-share | 121 (55.0) | 86 (39.3) | 22 (28.9) | 9 (40.9) | <.01 |
| Group presentations | 114 (51.8) | 95 (43.4) | 26 (34.2) | 6 (27.3) | .01 |
| Simulation | 103 (46.8) | 68 (31.1) | 26 (34.2) | 4 (18.2) | <.01 |
| Prior years tests or quizzes | 96 (43.6) | 76 (34.7) | 25 (32.9) | 7 (31.8) | .16 |
| Muddiest point | 93 (42.3) | 77 (35.2) | 27 (35.5) | 8 (36.4) | .45 |
| Flip cards, flash cards | 91 (41.4) | 75 (34.2) | 18 (23.7) | 5 (22.7) | .02 |
| Debates | 89 (40.5) | 67 (30.6) | 15 (19.7) | 7 (31.8) | .01 |
| Ungraded quizzes | 89 (40.5) | 76 (34.7) | 24 (31.6) | 4 (18.2) | .13 |
| Puzzles | 58 (26.4) | 49 (22.4) | 13 (17.1) | 3 (13.6) | .26 |
Abbreviations: ANOVA, analysis of variance; app, application; ID, infectious diseases; SD, standard deviation.
Data are presented as frequency and percentages unless otherwise indicated.
ANOVA was used to compare continuous data (number of resources and percentage of classroom) across 4 groups. The χ2 test was used to compare categorical data across 4 groups. To identify where statistical significance existed between categorical variables a Z-test was used. Significantly different values have different letters assigned within each cell. Cells with the same letter are not statistically different from each other.