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The exception was with a marginal relationship with one of the year 1 exams.
The questionnaire was administered online, during the second semester (after semester 1 exams) for the 2006 cohort and during the first semester for the 2007 cohort.
The 2006 cohort had completed the semester 1 exams in January and the students would be taking their semester 2 exams in 4 6 weeks.
A post-hoc moderated-mediation analysis suggested that significant negative associations of GHQ scores with semester 1 and 2 exams applied only to those who completed the GHQ after their semester 1 exams.
Full details of the technique and the resulting statistics are presented in Additional file 4. In essence this confirmed that the negative correlation between GHQ and semester 1 exam and semester 2 exam results respectively was only observed when the GHQ was administered after the semester 1 exams.
The terminations included two students who had been suspended in Semester 3 for academic failure and personal issues, then re-started Year 2. Overall, ten of these students had failed Year 1 exams and at least six appeared to have lost motivation for a medical career.
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Average weighted Bloom levels were 2.69, 2.91, and 3.61 for exams 1, 2, and 3, respectively.
At follow-up, the prevalence of happiness was 61% in exam 6 and 59% in exam 7. The mean index score was 10.7 in exam 6 and 10.6 in exam 7. Between exams 6 and 7, for example, 16% of individuals became happy, 13% became unhappy, 49% remained happy, and 22% remained unhappy.
For a while, the state offered both the old Math 1 exam and the new Math A test.
Fig. 1 Exam findings at initial presentation.
Table 4 Overall exam 3 scores, Year 1. Overall exam 3 scores (%±SD) are compared to scores for the subset of evolution questions alone Year 1 exam 3 (% ± S.D).
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com