Table 1 Student favorability responses to Psychopathology and entire Neuroscience Curriculum
From: Integrated problem-based learning in the neuroscience curriculum – the SUNY Downstate experience
Psychopathology Course | Entire Neuroscience Course | Analysis of Differences Between Groups (df = 1) | ||
|---|---|---|---|---|
X2 | p | |||
1. There were enough lectures. | 88/160 | 94/160 | .13 | .72 |
2. There were enough PBL workshops. | 138/160 | 118/160 | .87 | .35 |
3. The quality of the handout material at the lectures was adequate. | 118/160 | 120/160 | .01 | .92 |
4. The quality of the handout material at the PBL workshops was adequate. | 72/160 | 124/160 | 8.64 | < .003 |
5. The mentors were competent in running PBL workshops. | 84/160 | 132/160 | 6.42 | < .01 |
6. The lecturers were competent. | 142/160 | 144/160 | .01 | .92 |
7. The lectures well delivered. | 142/160 | 138/160 | .03 | .86 |
8. Lectures should precede PBL seminars. | 118/160 | 94/160 | 1.64 | .200 |
9. Preference for more PBL seminars. | 42/160 | 47/160 | .22 | .639 |
10. PBL seminars were effective. | 92/160 | 115/160 | 1.55 | .212 |
11. Average Exam Scores. | 71.6% | 77.2% | Nonsignificant | |