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Grades were based on a 10-point scale: 1 Very good (≥ 8/10) 2 Good (= 7/10) 3 Sufficient (= 6/10) 4 Insufficient (<6/10) The teachers' judgment was not taken into account; the global rating for each student was derived from the mean of grades reached in each subject.
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A strategy to implement and build a sustainable longitudinal integrated community-based clerkship experience for all students was derived from a framework arising from Roberto and Levesque's research in business.
All examples discussed amongst the students, were derived from scenarios that they themselves experienced in their clinical practice.
The student survey was derived from other instruments, reviewed and edited by educational and child development experts, pilot tested by 10 children ages 6 7 for readability and length, and time tested to ensure completion within 5 7 minutes.
This student-level variable was derived from students' responses to two questions about home educational resources and aids and parents' responses to three questions about home educational resources.
The strongest evidence for the success of this exercise was derived from student performance on the posters.
This variable was derived from students' level of agreement on six statements, each with a four-point Likert response scale.
This variable was derived from students' level of agreement on six statements, each of which had a four-point Likert response scale.
To protect confidentiality and enable identification in the event responses raised concerns about immediate risk, a unique code was derived for each student who participated in the study.
The level of education was derived from the students' survey responses regarding the years of schooling their mothers and fathers had received.
From the opinions of both groups, this subcategory was derived: "Goals set for students differ between schools and clinical educators".
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com