Gersten Jonker

A better transition with the ACTY   125 5 APPENDIX 2. DETAILED REPORT OF STATISTICAL ANALYSES TABLE 1: Pre-test, post-test and gain in mean scores on knowledge, CBDs, OSCEs, and simulations Assessment modality Group ACTY Group C Group P Pre Post Gain Pre Post Gain Post n Mean (SD) 95% CI n Mean (SD) 95% CI n Mean (SD) 95% CI n Mean (SD) 95% CI n Mean (SD) 95% CI n Mean (SD) 95% CI n Mean (SD) 95% CI Knowledge 33 59 (8) 56 – 62 29 67 (11) 63 – 71 29 8 (14) 3 – 14 10 53 (8) 47 – 59 19 63 (13) 56 – 69 8 11 (14) -1 – 23 16 67 (7) 63 – 70 CBDs 33 64 (12) 60 – 68 29 79 (11) 75 – 84 29 16 (11) 12 – 20 10 62 (12) 53 – 71 19 72 (10) 67 – 77 8 13 (14) 1 – 24 16 79 (9) 74 – 84 OSCEs 33 64 (7) 61 – 67 29 74 * (9) 71 – 78 29 10 (9) 6 – 14 10 62 (6) 57 – 66 19 67 * † (8) 63 – 70 8 10 (5) 6 – 14 16 72 † (5) 69 – 75 Simulations 33 51 †† (6) 49 – 53 27 65 ‡ ** (8) 62 – 69 27 14 (11) 9 – 18 10 46 †† (8) 40 – 51 14 59 ‡ § (11) 52 – 65 6 13 (17) -6 – 31 17 71 § ** (6) 68 – 74 ACTY= Acute Transitional Year group, C= student comparison group, P= PNIT comparison group. Pre= pre-test, Post= post-test. Gain= difference between post-test and pre-test. Assessment modality scores expressed as % of maximum obtainable score, as group mean (SD= standard deviation) and 95% confidence interval (CI). PNITs did not participate in the pre-test, for comparison with groups ACTY and C we label their participation as post-test. The focus in the paper is on post-test comparison. * p=.004; † p=.026; ‡ p=.036; § p<.001; ** p=.019; †† p=.026 Pre-test Only group ACTY and (part of ) group C took part in the pre-test. There were no statistically significant differences in group means on knowledge, CBDs, and OSCEs, as determined by one-way ANOVA (Table 2). There was a statistically significant difference between groups on simulations, as determined by one-way ANOVA.