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There was no difference in the proportions of students using the examination blueprint, content emphasised during lectures, and content emphasised during small groups.
There was no difference in the proportions using the examination blueprint, content emphasised during lectures, and content emphasised during small groups (87 – 93%) but fewer students used objectives (35%, p < 0.001).
Comparing students above and those at or below the mean examination score, there was no difference in the proportions of students using the examination blueprint (85 versus 87.9%, p = 1.0), content emphasised during lectures (90.3 versus 94.3%, p = 0.7) and content emphasised during small groups (94.6 versus 90.3%, p = 0.6) to guide examination preparation.
The proportion of students using the individual components for examination preparation is shown in Table 2 and ranged from approximately 35% for objectives to 93% for content emphasised during small group sessions.
Students received a pre-examination questionnaire to identify components from the intended curriculum (objectives and examination blueprint), and informal curriculum (content emphasised during lectures and small groups), used during examination preparation.
As demonstrated in Table 2, course objectives were used by a significantly smaller proportion of students to guide examination preparation than the evaluation blueprint, content emphasised during lectures and material emphasised during small groups.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com