Subject(s)
Leukemia, Erythroblastic, Acute/drug therapy , Piperazines/therapeutic use , Protein Kinase Inhibitors/therapeutic use , Protein-Tyrosine Kinases/antagonists & inhibitors , Pyrimidines/therapeutic use , Thiazoles/therapeutic use , Benzamides , Dasatinib , Female , Humans , Imatinib Mesylate , Middle Aged , Reverse Transcriptase Polymerase Chain ReactionABSTRACT
This study examined whether students requiring prompting to evaluate an educational module differed from initial responders in their rating of the experience and their profile (academic ability, age and gender). At the end of a 4th year induction Module, medical students completed an evaluation questionnaire. Those who did not respond were followed-up. Fifty-nine percent responded immediately, 34% after first or second prompts (late responders) and 7% were non-responders. Late responders rated the module significantly lower than initial responders. Late and non-responders were academically weaker than initial responders, but were similar in age and gender. Academically weaker students in the non- or late responders groups, may be less willing to reflect on their experience, and may require new strategies to encourage a response.