Table 3

 Female versus male medical students’ responses to CBL14

QuestionFemales (n = 75)Males (n = 79)
Mean*(SE)Mean*(SE)
Students answered on a 5 point scale: very large extent (1); large extent (2); moderate extent (3); small extent (4); not at all (5).
Eight of the questions measured the student’s own response to the initial discussion sessions, and four measured how each student rated the group’s achievements: females versus males (Student’s t test).
**p<0.05; ***p<0.001; ****p<0.001.
1. Sessions had clear direction and purpose2.25(0.098)2.96(0.104)****
2. “Seven jump” method found helpful2.99(0.116)3.49(0.109)***
3. I participated in the discussions by my group2.04(0.101)2.39(0.094)**
4. I improved my skills in recognising points in the history2.61(0.098)3.06(0.092)****
5. I improved my ability to suggest ideas or hypotheses2.87(0.099)3.08(0.109)
6. I improved my ability to talk clearly about the case2.99(0.096)3.22(0.109)
7. These sessions were valuable in terms of developing new skills2.88(0.120)3.39(0.106)***
8. The concept map for each case history was useful2.07(0.113)2.71(0.119)****
9. The group formulated learning goals during the sessions2.67(0.126)3.00(0.119)
10. The group collected new information after the session3.71(0.139)3.78(0.131)
11. These sessions encouraged teamwork by the group2.91(0.130)3.16(0.119)
12. The discussions would have been improved by having a tutor present2.35(0.152)2.24(0.147)