. 2020 Jul 24;11:140–145. doi: 10.5116/ijme.5ee0.ab48

Table 4. Students' post-test explanations regarding EBM as a method.

How do you regard EBM as a method?	Control group (n=127, %)	Experimental group (n=191, %)	Pearson-Chi square, p-value
R1. Patient perspective also important	12.3	10.2	c²_{(1, N=}₃₁₈₎=0.547, p=0.470
R2. EBM method is difficult	16.2	9.6	c²_{(1, N=318)=}3.011, p=0.087
R3. EBM important in medical education / clinical practice	60.0	77.2	c²_{(1, N=318)=}8.432, p=0.004
R4. EBM is time-consuming	8.5	23.4	c²_{(1, N=318)=}11.670, p=0.001
R5. Not sure about efficacy of EBM in practice	14.6	27.9	c²_{(1, N=318)=}9.747, p=0.002