We expected higher average performance at stations with e-module preparation for the training session.
For a more detailed analysis of the effect of e-module preparation, scores for stations which had e-module preparation were compared with the scores for stations which had text based preparation.
Because in 2011 2012 only four stations had e-module preparation, we had few data to compare the results of stations that had e-module preparation in both 2011 2012 and 2012 2013.
Second, the within student comparison showed better performance on stations which had e-module preparation versus text based preparation.
A between cohort comparison of scores before and after introduction of mandatory e-module preparation (same set of stations).
This suggests that our study may underestimate the actual improvement caused by the introduction of e-module preparation.
Theoretically, whether or not students had e-module preparation could have influenced the scores the examiners assigned.
We have no reason to expect any relationship between e-module preparation and students' assignment to OSCE stations.
We predicted that these students would have a higher score for the station with an e-module preparation.
We compared students' performance, both within and between cohorts, for skill stations which had e-module preparation versus skill stations with text based preparation.
Thus, the higher score on the stations with e-module preparation was not a result of the cohort as a whole performing better on all stations.
