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No such differences were found in the faculty sample.
The number of non-native speakers in the faculty sample (n = 9) was too small for meaningful inference testing.
Due to the initial uncertainty, however, no statement concerning the actual return rate in the faculty sample can be made.
The phase of studies in which faculty members teach had a considerably smaller effect on the results of the faculty sample.
The reliability of the MS questionnaire (37 items) was comparable to that of the longer DREEM (50 items): α = 0.92 for both in the student sample, α = 0.93 vs. 0.94 in the faculty sample.
In the faculty sample the discrimination index fell in a similar range, M = 0.50 (SD = 0.11), with the lowest value 0.19 for item 32 (" The course considers the equality of women and men"), the highest 0.67 for item 15 (" The students learn to think critically in consideration of evidence and to make decisions on that basis").
Similar(54)
As expected, women outnumbered men in all the faculties sampled.
On average, the faculty who actually used the OMTT in the 2009/2010 academic year had a better view of the OMTT than the naïve faculty sample.
While item means ranged at a comparatively low level, their dispersions were similarly high in both the student and faculty sample, albeit less than for the DREEM items.
The total scores of both DREEM and the MS questionnaire showed a high and significant positive correlation in both the student and faculty sample (r = 0.79 and 0.80, respectively, both p's < 0.001).
Regarding procedure, both samples were informed about the study by means of announcements posted on noticeboards, both in the different faculties (sample 1) and in the hospitals where the study was carried out.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com