We found a moderate positive correlation between individual exam scores and subsequent cumulative scores on both exam 3 and exam 4 regardless of whether students took the previous exam individually or collaboratively.
Specifically, students whose group scores decreased correctly answered more cumulative questions (3 ± 0.3) than did students whose group scores increased (2.09 ± 0.17, p = 0.011) or students who took the previous exam individually (2.09 ± 0.12, p = 0.006).
Therefore, we separated group A for exam 3 and group B for exam 4 into students whose group scores increased and students whose group scores decreased, and compared their performances on the cumulative questions with those of students who took the previous exam individually.
The average cumulative score on exam 4 for students whose collaborative score decreased (3.43 ±0.48) was not significantly higher than either students whose collaborative score increased (2.69 ± 0.13, p = 0.393) or students who took the previous exam individually (2.78 ± 0.13, p = 0.549).
The exams, written individually, consisted of essay questions that were broad in scope, and required students to synthesize material from many different parts of the course.
Logistic regression was used to test whether the subject area/content, calendar year or each exam format, individually, predicted that males or females do better (termed, male advantage or female advantage).
We simultaneously administered four questionnaires on EBM competence (personal characteristics, knowledge/skills, attitude, and behaviour) within each training institute under exam conditions (individually and under supervision).
These exams were completed individually.
TET (Teacher Eligibility Test) exams are conducted individually by each state in India for the admission of teachers.
Each physical exam was conducted individually in standardized clinic rooms and limited to 15 min.
