All participants completed a questionnaire regarding gender, semester, age and interest in cardiology as a specialty.
This questionnaire asked the instructor for his/her course number, section number(s), semesters of university teaching experience (not including the current semester), age, gender, native language, highest degree completed, and degree sought (if GTA).
With the 2nd semester students ages varied between 19 and 55 years and with the 7th semester students between 21 to 51 years.
P2E is a semester-long, age-appropriate design-based curriculum, designed by two of the researchers participating in the current study, aiming to achieve higher knowledge integration of STEM in the preschool classroom and is addressing the STEM integration, with primary emphasis on the engineering component.
We observed a national increasing trend of 1.019 (95%CI [1.015; 1.022]) per semester, adjusted for age groups.
Prior to the interventions, students were asked to complete questionnaires regarding their sex, age, semester, and study motivation (six-point Likert scale ranging from 6 = very high to 1 = very low).
To demonstrate consistency of the two study groups, the distribution of sex, age, semester, study motivation, and pre-intervention self-assessment of communication skills with parents of sick children are presented for each group (RP group N = 31, SP group N = 33).
Age in years, semester in number of semesters of medical study, study motivation ranging from 6 = very high to 1 = very low, self-assessment of communication with parents of sick children as overall score of specific and general communication skills using a 10-point Likert scale ranging from 10 = totally agree to 1 = don't agree at all.
Both samples were equivalent by mean age and semester as well as by gender, areas of study, and public versus private university distributions.
A questionnaire composed of socio-demographic questions (age, gender, semester, type of school, area of studies, financing and housing), the number of courses taken, self-perceived academic achievement (on a 5-point scale ranging from '1-not good at all' to '5-very good') and intention to dropout (on 3-point rating scale from '1-never' to '3-always') was constructed.
Saying "let's debate something in Westminster Hall" is the equivalent of when your parents said "we'll see" and pretended to listen while you explained why you should be allowed to do a semester in Malia at age 14.
