1Medical Department, Aristotle University of Thessaloniki, Thessaloniki, Greece
2Medical Department, National and Kapodistrian University of Athens, Athens, Greece
3Medical Department, University of Thessaly, Larissa, Greece
4Medical Department, Democritus University of Thrace, Alexandroupolis, Greece
5The London Deanery HEE, Queen Mary University London, United Kingdom
6First Department of Cardiology, AHEPA Hospital, Aristotle University of Thessaloniki, Thessaloniki, Greece
7First Department of Surgery, Papageorgiou Hospital, Aristotle University of Thessaloniki, Thessaloniki, Greece
8Second Propaedeutic Department of Internal Medicine, Hippokration Hospital, Aristotle University of Thessaloniki, Thessaloniki, Greece
© 2016, Korea Health Personnel Licensing Examination Institute
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Each question used a five-point Likert scale, with 1 as the minimum score and 5 as the maximum. The overall score was calculated as (TrS+FaS+TiS+SatS+4xICl)/8. The reliability was tested with Cronbach's alpha, with results of 0.951 for the OvS, 0.829 for the TrS, 0.895 for the FaS, 0.920 for the TiS, and 0.781 for the SatS.
SD, standard deviation.
Reliability was measured with Cronbach's alpha, with results of 0.95 for the overall score, 0.88 for SPL, 0.84 for SPT, 0.80 for SASP, 0.83 for SPA, and 0.69 for SSSP. The maximum score of each question (including Q1 and Q2) is 4, while the maximum scores of the SPL, SPT, SASP, SPA, SSSP, and overall scales were 48, 44, 32, 48, 28, and 200, respectively.
SD, standard deviation.
Variable | N (%) |
Mean (SD) |
|||||||
---|---|---|---|---|---|---|---|---|---|
Overall | SPL | SPT | SASP | SPA | SSSP | Q1 | Q2 | ||
Overall | 176 (76.5)a) | 144.61 (28.05) | 34.45 (7.31) | 32.70 (7.65) | 22.99 (4.76) | 35.10 (7.44) | 19.36 (4.32) | 3.66 (0.91) | 3.59 (0.63) |
Maximum | 200 | 48 | 44 | 32 | 48 | 28 | 5 | 5 | |
Interpretation (limits of score category) | More positive than negative (101-150) | A more positive perception (25-36) | Moving in the right direction (23-33) | Feeling more on the positive side (17-24) | A more positive atmosphere (25-36) | Not too bad (15-21) | |||
Cronbach's alpha | 0.95 | 0.88 | 0.84 | 0.79 | 0.83 | 0.69 | |||
Gender | |||||||||
Male | 86 (48.9%)b) | 146.76 (26.41) | 34.30 (7.03) | 33.15 (7.27) | 23.35 (4.46) | 36.24 (6.84) | 19.71 (4.02) | 3.71 (0.91) | 3.62 (0.64) |
Female | 90 (51.1%)b) | 142.57 (29.54) | 34.60 (7.61) | 32.28 (8.00) | 22.66 (5.04) | 34.00 (7.86) | 19.03 (4.58) | 3.61 (0.92) | 3.57 (0.62) |
P-value | 0.597 | 0.353 | 0.619 | 0.662 | 0.081 | 0.912 | 0.503 | 0.321 | |
Year of study | |||||||||
1st | 48 (27.3%)b) | 146.33 (24.38) | 35.58 (6.36) | 33.08 (7.67) | 22.50 (4.11) | 35.21 (6.19) | 19.96 (3.90) | 3.54 (0.94) | 3.85 (0.46) |
2nd | 28 (15.9%)b) | 136.86 (32.94) | 32.36 (8.02) | 30.79 (8.57) | 22.07 (5.78) | 34.14 (9.83) | 17.50 (4.88) | 3.29 (0.94) | 3.29 (0.66) |
3rd | 27 (15.3%)b) | 143.37 (27.75) | 33.67 (7.15) | 32.59 (6.20) | 24.07 (4.51) | 33.93 (6.89) | 19.11 (4.85) | 3.85 (0.82) | 3.18 (0.62) |
4th | 38 (21.6%)b) | 153.08 (31.40) | 35.71 (8.85) | 34.95 (7.96) | 23.82 (5.65) | 37.34 (7.70) | 21.26 (3.67) | 3.92 (0.78) | 3.63 (0.67) |
5th | 23 (13.1%)b) | 149.17 (20.12) | 35.00 (5.99) | 33.82 (6.66) | 24.09 (2.97) | 37.17 (5.46) | 19.09 (3.88) | 3.65 (1.07) | 3.70 (0.56) |
6th | 12 (6.8%)b) | 123.08 (20.11) | 31.58 (5.48) | 26.67 (5.96) | 20.00 (3.62) | 28.42 (5.35) | 16.42 (3.12) | 3.75 (0.75) | 3.83 (0.39) |
P-value | 0.013 | 0.097 | 0.009 | 0.031 | 0.004 | 0.002 | 0.093 | <0.001 | |
School | |||||||||
A.U.Th. | 144 (81.8%)b) | 143.15 (29.04) | 33.98 (7.63) | 32.42 (7.73) | 22.78 (4.92) | 34.90 (7.77) | 19.08 (4.46) | 3.67 (0.91) | 3.58 (0.65) |
Other | 32 (18.2%)b) | 151.22 (22.32) | 36.59 (5.27) | 34.00 (7.23) | 23.97 (3.89) | 36.00 (5.79) | 20.66 (3.37) | 3.59 (0.91) | 3.62 (0.49) |
P-value | 0.141 | 0.075 | 0.328 | 0.259 | 0.580 | 0.034 | 0.609 | 0.949 | |
Category of partici | pation | ||||||||
Full | 53 (30.1%)b) | 151.98 (25.87) | 36.47 (6.67) | 34.57 (6.58) | 24.23 (4.47) | 36.55 (7.02) | 20.17 (4.13) | 3.89 (0.87) | 3.75 (0.48) |
OB | 123 (69.9%)b) | 141.44 (28.46) | 33.59 (7.43) | 31.90 (7.95) | 22.46 (4.81) | 34.47 (7.56) | 19.02 (4.37) | 3.56 (0.92) | 3.52 (0.67) |
P-value | 0.038 | 0.041 | 0.058 | 0.033 | 0.181 | 0.127 | 0.026 | 0.022 |
All tests conducted after the appropriate assumptions were confirmed.
a) Refers to the target (the 230 participants in the seminar).
b) Refers to the sample that answered (176 students).
A.U.Th., Aristotle University of Thessaloniki; SPL, students’ perceptions of learning; SPT, students’ perceptions of teachers; SASP, students’ academic self-perceptions; SPA, students’ perceptions of atmosphere; SSSP, students’ social self-perceptions; OB, observer.
N (%) |
Mean (SD) |
P-value | ||
---|---|---|---|---|
Pre-test | Post-test | |||
Overall | 60 (100%)a) | 70.08 (16.23) | 85.53 (13.40) | <0.001 |
Gender | ||||
Male | 30 (50%)b) | 72.42 (17.25) | 87.88 (13.36) | <0.001 |
Female | 30 (50%)b) | 67.73 (15.07) | 83.18 (13.25) | <0.001 |
P-value | 0.194 | 0.112 | ||
Year of study | ||||
4th | 29 (48.3%)b) | 67.71 (15.90) | 85.11 (14.27) | <0.001 |
5th | 21 (35%)b) | 71.21 (14.61) | 84.85 (11.97) | <0.001 |
6th | 10 (16.7%)b) | 74.55 (20.57) | 88.18 (14.72) | 0.007 |
P-value | 0.493 | 0.554 | ||
School | ||||
A.U.Th. | 50 (83.3%)b) | 71.91 (15.52) | 87.64 (12.15) | 0.001 |
Other | 10 (16.7%)b) | 60.91 (17.43) | 75.00 (15.04) | 0.007 |
P-value | 0.049 | 0.016 |
The score (%) was calculated as (c/22) × 100%, with c referring to the number of correct answers. The maximum score was 100%, while the minimum was 0%. The related-samples Wilcoxon signed-rank test was used to compare pre- and post-test results. All tests were conducted after the appropriate assumptions were confirmed.
a) Refers to the target (the 60 participants of the full category).
b) Refers to the sample that answered (60 students).
A.U.Th., Aristotle University of Thessaloniki; SD, standard deviation.
Session | Topic |
---|---|
Le1 | Approach to the emergency room in a nutshell |
Le2 | Burns |
Le3 | Emergencies in cardiology |
Le4 | Chest trauma |
Le5 | Serious pelvic fractures |
Le6 | Pre-ABCDE lecture |
Le7 | Abdominal trauma and gastrointestinal emergencies |
Le8 | Emergencies in vascular surgery |
Le9 | Emergencies in neurosurgery |
Le10 | Emergencies in neurology |
Le11 | Hyperkalemia |
Le12 | Metabolic acidosis |
Le13 | Shock and sepsis |
Le14 | Diabetic ketoacidosis and hyperosmolar nonketotic state |
Le15 | Drug poisoning |
Sc1 | Trauma and suturing |
Sc2 | Peripheral and central venous catheterization |
Sc3 | Skull and spine trauma |
Sc4 | Diabetic ketoacidosis with hyperkalemia |
Sc5 | Acute myocardial infarction |
Sc6 | Pulmonary embolism |
Sc7 | Abdominal Trauma |
Sc8 | Differential diagnosis of abdominal pain |
Sc9 | Allergic shock: anaphylaxis |
Sc10 | Orthopedic emergency: pelvic trauma |
Question / Score | Mean (SD) |
---|---|
Adequacy of trainers in Sc1 (ATr1) | 4.44 (0.72) |
Adequacy of trainers in Sc2 (ATr2) | 3.56 (1.18) |
Adequacy of trainers in Sc3 (ATr3) | 4.15 (0.90) |
Adequacy of trainers in Sc4 (ATr4) | 4.02 (0.86) |
Adequacy of trainers in Sc5 (ATr5) | 4.45 (0.72) |
Adequacy of trainers in Sc6 (ATr6) | 4.09 (1.00) |
Adequacy of trainers in Sc7 (ATr7) | 4.26 (0.97) |
Adequacy of trainers in Sc8 (ATr8) | 4.24 (0.97) |
Adequacy of trainers in Sc9 (ATr9) | 4.39 (0.76) |
Adequacy of trainers in Sc10 (ATr10) | 4.80 (0.56) |
Mean adequacy of trainers score (TrS) | 4.24 (0.55) |
Adequacy of facilities/equipment in Sc1 (AFa1) | 4.46 (0.88) |
Adequacy of facilities/equipment in Sc2 (AFa2) | 4.17 (1.24) |
Adequacy of facilities/equipment in Sc3 (AFa3) | 3.70 (1.16) |
Adequacy of facilities/equipment in Sc4 (AFa4) | 4.00 (1.05) |
Adequacy of facilities/equipment in Sc5 (AFa5) | 4.50 (0.72) |
Adequacy of facilities/equipment in Sc6 (AFa6) | 4.00 (1.01) |
Adequacy of facilities/equipment in Sc7 (AFa7) | 4.11 (0.95) |
Adequacy of facilities/equipment in Sc8 (AFa8) | 4.09 (1.19) |
Adequacy of facilities/equipment in Sc9 (AFa9) | 4.37 (0.78) |
Adequacy of facilities/equipment in Sc10 (AFa10) | 4.67 (0.61) |
Mean adequacy of facilities/equipment score (FaS) | 4.21 (0.70) |
Adequacy of time in Sc1 (ATi1) | 3.78 (1.28) |
Adequacy of time in Sc2 (ATi2) | 3.35 (1.36) |
Adequacy of time in Sc3 (ATi3) | 4.00 (1.08) |
Adequacy of time in Sc4 (ATi4) | 3.94 (1.02) |
Adequacy of time in Sc5 (ATi5) | 4.00 (1.05) |
Adequacy of time in Sc6 (ATi6) | 4.17 (0.80) |
Adequacy of time in Sc7 (ATi7) | 3.87 (1.01) |
Adequacy of time in Sc8 (ATi8) | 3.92 (1.24) |
Adequacy of time in Sc9 (ATi9) | 4.26 (0.81) |
Adequacy of time in Sc10 (ATi10) | 4.15 (0.94) |
Mean adequacy of time score (TiS) | 3.94 (0.82) |
General satisfaction in Sc1 (Sat1) | 4.29 (0.94) |
General satisfaction in Sc2 (Sat2) | 3.34 (1.20) |
General satisfaction in Sc3 (Sat3) | 3.86 (0.94) |
General satisfaction in Sc4 (Sat4) | 3.77 (1.01) |
General satisfaction in Sc5 (Sat5) | 4.45 (0.74) |
General satisfaction in Sc6 (Sat6) | 4.05 (0.88) |
General satisfaction in Sc7 (Sat7) | 4.14 (0.92) |
General satisfaction in Sc8 (Sat8) | 4.05 (0.98) |
General satisfaction in Sc9 (Sat9) | 4.23 (0.79) |
General satisfaction in Sc10 (Sat10) | 4.68 (0.66) |
General satisfaction score (SatS) | 4.08 (0.53) |
Self-assessment of improvement of clinical skills (ICl) | 4.16 (0.73) |
Overall score (OvS) | 4.12 (0.56) |
(Subscale) and Question | Mean (SD) |
---|---|
1 (SPL). I am encouraged to participate during teaching sessions. | 2.69 (1.10) |
2 (SPT). The course organizers are knowledgeable. | 3.61 (0.59) |
3 (SSSP). There is a good support system for registrars who get stressed. | 2.27 (1.07) |
4 (SSSP). I am too tired to enjoy the course. | 2.36 (1.24) |
5 (SASP). Learning strategies which worked for me before continue to work for me now. | 2.61 (0.94) |
6 (SPT). The course organizers espouse a patient centered approach to consulting. | 3.10 (0.95) |
7 (SPL). The teaching is often stimulating. | 3.09 (0.81) |
8 (SPT). The course organizers ridicule the registrars. | 2.63 (1.71) |
9 (SPT). The course organizers are authoritarian. | 2.60 (1.60) |
10 (SASP). I am confident about my passing this year. | 3.19 (0.87) |
11 (SPA). The atmosphere is relaxed during consultation teaching. | 3.27 (0.83) |
12 (SPA). This course is well timetabled. | 2.67 (1.12) |
13 (SPL). The teaching is registrar centered. | 3.01 (0.85) |
14 (SSSP). I am rarely bored on this course. | 2.63 (0.99) |
15 (SSSP). I have good friends on this course. | 2.79 (1.08) |
16 (SPL). The teaching helps to develop my competence. | 3.11 (0.82) |
17 (SPA). Cheating is a problem on this course. | 2.46 (1.51) |
18 (SPT). The course organizers have good communication skills with patients. | 3.25 (0.87) |
19 (SSSP). My social life is good. | 3.32 (0.79) |
20 (SPL). The teaching is well focused. | 3.07 (0.83) |
21 (SPL). I feel I am being well prepared for my profession. | 2.83 (0.82) |
22 (SASP). The teaching helps to develop my confidence. | 3.24 (0.90) |
23 (SPA). The atmosphere is relaxed during lectures. | 3.27 (0.83) |
24 (SPL). The teaching time is put to good use. | 2.78 (0.97) |
25 (SPL). The teaching over emphasizes factual learning. | 2.54 (1.04) |
26 (SASP). Last year's work has been a good preparation for this year's work. | 2.74 (0.93) |
27 (SASP). I am able to memorize all I need. | 2.25 (1.18) |
28 (SSSP). I seldom feel lonely. | 2.64 (1.22) |
29 (SPT). The course organizers are good at providing feedback to registrars. | 2.43 (0.98) |
30 (SPA). There are opportunities for me to develop interpersonal skills. | 2.88 (0.84) |
31 (SASP). I have learnt a lot about empathy in my profession. | 2.91 (0.91) |
32 (SPT). The course organizers provide constructive criticism here. | 2.82 (0.90) |
33 (SPA). I feel comfortable in teaching sessions socially. | 3.32 (0.80) |
34 (SPA). The atmosphere is relaxed during seminars / tutorials. | 2.76 (0.90) |
35 (SPA). I find the experience disappointing. | 2.64 (1.57) |
36 (SPA). I am able to concentrate well. | 2.99 (0.89) |
37 (SPT). The course organizers give clear examples. | 3.20 (0.79) |
38 (SPL). I am clear about the learning objectives of the course. | 3.15 (0.82) |
39 (SPT). The course organizers get angry in teaching sessions. | 2.81 (1.58) |
40 (SPT). The course organizers are well prepared for their teaching sessions. | 3.37 (0.74) |
41 (SASP). My problem solving skills are being well developed here. | 2.76 (0.93) |
42 (SPA). The enjoyment outweighs the stress of the course. | 2.99 (0.84) |
43 (SPA). The atmosphere motivates me as a learner. | 3.15 (0.77) |
44 (SPL). The teaching encourages me to be an active learner. | 3.03 (0.84) |
45 (SASP). Much of what I have to learn seems relevant to a career in healthcare. | 3.29 (0.83) |
46 (SSSP). My accommodation is pleasant. | 3.36 (0.81) |
47 (SPL). Long term learning is emphasized over short term learning. | 2.72 (1.02) |
48 (SPL). The teaching is too teacher centered. | 2.43 (1.22) |
49 (SPT). I feel able to ask the questions I want. | 2.88 (1.07) |
50 (SPA). The registrars irritate the course organizers. | 2.70 (1.33) |
Students' perceptions of learning (SPL) | 34.45 (7.31) |
Students' perceptions of teachers (SPT) | 32.70 (7.65) |
Students' academic self-perceptions (SASP) | 22.99 (4.76) |
Students' perceptions of atmosphere (SPA) | 35.10 (7.44) |
Students' social self-perceptions (SSSP) | 19.36 (4.32) |
Overall score | 144.61 (28.05) |
Q1. Do you think that the course will prove itself beneficial to your clinical skills? | 3.66 (0.91) |
Q2. Would you suggest the course to another student? | 3.59 (0.63) |
Variable | N (%) | Mean (SD) |
|||||||
---|---|---|---|---|---|---|---|---|---|
Overall | SPL | SPT | SASP | SPA | SSSP | Q1 | Q2 | ||
Overall | 176 (76.5) |
144.61 (28.05) | 34.45 (7.31) | 32.70 (7.65) | 22.99 (4.76) | 35.10 (7.44) | 19.36 (4.32) | 3.66 (0.91) | 3.59 (0.63) |
Maximum | 200 | 48 | 44 | 32 | 48 | 28 | 5 | 5 | |
Interpretation (limits of score category) | More positive than negative (101-150) | A more positive perception (25-36) | Moving in the right direction (23-33) | Feeling more on the positive side (17-24) | A more positive atmosphere (25-36) | Not too bad (15-21) | |||
Cronbach's alpha | 0.95 | 0.88 | 0.84 | 0.79 | 0.83 | 0.69 | |||
Gender | |||||||||
Male | 86 (48.9%) |
146.76 (26.41) | 34.30 (7.03) | 33.15 (7.27) | 23.35 (4.46) | 36.24 (6.84) | 19.71 (4.02) | 3.71 (0.91) | 3.62 (0.64) |
Female | 90 (51.1%) |
142.57 (29.54) | 34.60 (7.61) | 32.28 (8.00) | 22.66 (5.04) | 34.00 (7.86) | 19.03 (4.58) | 3.61 (0.92) | 3.57 (0.62) |
P-value | 0.597 | 0.353 | 0.619 | 0.662 | 0.081 | 0.912 | 0.503 | 0.321 | |
Year of study | |||||||||
1st | 48 (27.3%) |
146.33 (24.38) | 35.58 (6.36) | 33.08 (7.67) | 22.50 (4.11) | 35.21 (6.19) | 19.96 (3.90) | 3.54 (0.94) | 3.85 (0.46) |
2nd | 28 (15.9%) |
136.86 (32.94) | 32.36 (8.02) | 30.79 (8.57) | 22.07 (5.78) | 34.14 (9.83) | 17.50 (4.88) | 3.29 (0.94) | 3.29 (0.66) |
3rd | 27 (15.3%) |
143.37 (27.75) | 33.67 (7.15) | 32.59 (6.20) | 24.07 (4.51) | 33.93 (6.89) | 19.11 (4.85) | 3.85 (0.82) | 3.18 (0.62) |
4th | 38 (21.6%) |
153.08 (31.40) | 35.71 (8.85) | 34.95 (7.96) | 23.82 (5.65) | 37.34 (7.70) | 21.26 (3.67) | 3.92 (0.78) | 3.63 (0.67) |
5th | 23 (13.1%) |
149.17 (20.12) | 35.00 (5.99) | 33.82 (6.66) | 24.09 (2.97) | 37.17 (5.46) | 19.09 (3.88) | 3.65 (1.07) | 3.70 (0.56) |
6th | 12 (6.8%) |
123.08 (20.11) | 31.58 (5.48) | 26.67 (5.96) | 20.00 (3.62) | 28.42 (5.35) | 16.42 (3.12) | 3.75 (0.75) | 3.83 (0.39) |
P-value | 0.013 | 0.097 | 0.009 | 0.031 | 0.004 | 0.002 | 0.093 | <0.001 | |
School | |||||||||
A.U.Th. | 144 (81.8%) |
143.15 (29.04) | 33.98 (7.63) | 32.42 (7.73) | 22.78 (4.92) | 34.90 (7.77) | 19.08 (4.46) | 3.67 (0.91) | 3.58 (0.65) |
Other | 32 (18.2%) |
151.22 (22.32) | 36.59 (5.27) | 34.00 (7.23) | 23.97 (3.89) | 36.00 (5.79) | 20.66 (3.37) | 3.59 (0.91) | 3.62 (0.49) |
P-value | 0.141 | 0.075 | 0.328 | 0.259 | 0.580 | 0.034 | 0.609 | 0.949 | |
Category of partici | pation | ||||||||
Full | 53 (30.1%) |
151.98 (25.87) | 36.47 (6.67) | 34.57 (6.58) | 24.23 (4.47) | 36.55 (7.02) | 20.17 (4.13) | 3.89 (0.87) | 3.75 (0.48) |
OB | 123 (69.9%) |
141.44 (28.46) | 33.59 (7.43) | 31.90 (7.95) | 22.46 (4.81) | 34.47 (7.56) | 19.02 (4.37) | 3.56 (0.92) | 3.52 (0.67) |
P-value | 0.038 | 0.041 | 0.058 | 0.033 | 0.181 | 0.127 | 0.026 | 0.022 |
N (%) | Mean (SD) |
P-value | ||
---|---|---|---|---|
Pre-test | Post-test | |||
Overall | 60 (100%) |
70.08 (16.23) | 85.53 (13.40) | <0.001 |
Gender | ||||
Male | 30 (50%) |
72.42 (17.25) | 87.88 (13.36) | <0.001 |
Female | 30 (50%)b) | 67.73 (15.07) | 83.18 (13.25) | <0.001 |
P-value | 0.194 | 0.112 | ||
Year of study | ||||
4th | 29 (48.3%) |
67.71 (15.90) | 85.11 (14.27) | <0.001 |
5th | 21 (35%) |
71.21 (14.61) | 84.85 (11.97) | <0.001 |
6th | 10 (16.7%) |
74.55 (20.57) | 88.18 (14.72) | 0.007 |
P-value | 0.493 | 0.554 | ||
School | ||||
A.U.Th. | 50 (83.3%) |
71.91 (15.52) | 87.64 (12.15) | 0.001 |
Other | 10 (16.7%) |
60.91 (17.43) | 75.00 (15.04) | 0.007 |
P-value | 0.049 | 0.016 |
Each question used a five-point Likert scale, with 1 as the minimum score and 5 as the maximum. The overall score was calculated as (TrS+FaS+TiS+SatS+4xICl)/8. The reliability was tested with Cronbach's alpha, with results of 0.951 for the OvS, 0.829 for the TrS, 0.895 for the FaS, 0.920 for the TiS, and 0.781 for the SatS. SD, standard deviation.
Reliability was measured with Cronbach's alpha, with results of 0.95 for the overall score, 0.88 for SPL, 0.84 for SPT, 0.80 for SASP, 0.83 for SPA, and 0.69 for SSSP. The maximum score of each question (including Q1 and Q2) is 4, while the maximum scores of the SPL, SPT, SASP, SPA, SSSP, and overall scales were 48, 44, 32, 48, 28, and 200, respectively. SD, standard deviation.
All tests conducted after the appropriate assumptions were confirmed. Refers to the target (the 230 participants in the seminar). Refers to the sample that answered (176 students). A.U.Th., Aristotle University of Thessaloniki; SPL, students’ perceptions of learning; SPT, students’ perceptions of teachers; SASP, students’ academic self-perceptions; SPA, students’ perceptions of atmosphere; SSSP, students’ social self-perceptions; OB, observer.
The score (%) was calculated as (c/22) × 100%, with c referring to the number of correct answers. The maximum score was 100%, while the minimum was 0%. The related-samples Wilcoxon signed-rank test was used to compare pre- and post-test results. All tests were conducted after the appropriate assumptions were confirmed. Refers to the target (the 60 participants of the full category). Refers to the sample that answered (60 students). A.U.Th., Aristotle University of Thessaloniki; SD, standard deviation.