[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-197897-105":3,"detail-sidebar-cat-1-en-105":80,"doc-detail-197897-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","survey-item-pre-intervention-average-post-intervention-p-value","Survey Item Pre-intervention Average Post-intervention P-Value","","This document presents a survey analysis comparing pre- and post-intervention responses for various engagement and learning preference items. The survey involved 82 participants before the intervention and 74 participants after. Key findings indicate a statistically significant increase in engagement with the designed academic half-day and a greater perceived contribution of the current structure to education, with p-values of 1.307e-8 and 1.97e-12 respectively. Participants expressed a strong preference for games and active learning over standard lecture-based didactics, with average scores of 4.32 (SD .853) post-intervention compared to 3.77 (SD 1.087) pre-intervention (P = 5.4 e-4). Specific activities like the \"Cohort Cup\" were highly favored, with participants reporting learning more from it than lectures and wishing for its continued inclusion. The \"Cohort Cup\" activity was also noted for its positive impact on bonding within the residency, achieving an average score of 4.36 (SD .769). The data strongly suggests that the implemented interventions, particularly active and gamified learning approaches like the \"Cohort Cup,\" have significantly enhanced participant engagement and educational experience.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/general/","General",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/survey-item-pre-intervention-average-post-intervention-p-value/197897/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/survey-item-pre-intervention-average-post-intervention-p-value/197897.png","ImageObject",442,249,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-09-20","2026-09-03",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the primary focus of the survey?","Question",{"text":62,"@type":63},"The survey focused on participant engagement with the academic half-day and their learning preferences, comparing responses before and after an intervention.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What were the key findings regarding learning preferences?",{"text":67,"@type":63},"Participants strongly preferred games and active learning over standard lectures, with the \"Cohort Cup\" activity being particularly well-received for its educational value and contribution to bonding.",{"name":69,"@type":60,"acceptedAnswer":70},"What was the statistical significance of the findings?",{"text":71,"@type":63},"The improvements in engagement and perceived educational contribution were statistically significant, with p-values indicating a very low probability of these results occurring by chance.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},197897,1788471926,{"code":4,"msg":81,"data":82},"success",[83,88,93,98,103,108,113,118,123],{"id":84,"doc_module":22,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},11,"Presentations",90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social 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Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":4,"slug":125},158,"general-158",{"code":4,"msg":81,"data":127},{"doc_id":78,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":124,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":84,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":11,"faqs":136,"seo_title":137,"seo_description":12,"update_tm":79,"read_time":33},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","|  |\n| --- |\n| \u003Cbr>Survey Item Pre-intervention Average (SD) (N = 82) Post-intervention Average (SD) (N=74) P-Value\u003Cbr>I am engaged in the academic half-day as they are currently designed. 2.74 (1.195) 3.8 (1.007) P = 1.307e-8\u003Cbr>The current structure of the academic half-day contributes to my education. 2.68 (1.121) 3.95 ( .949) P = 1.97e-12\u003Cbr>I prefer games and active learning as opposed to standard lecture-based didactics for my learning. 3.77 (1.087) 4.32 ( .853) P = 5.4 e-4\u003Cbr>I prefer the “Cohort Cup” activity as opposed to standard lecture-based didactics for my learning. - 4.24 ( .957) N/A\u003Cbr>I feel that I learn more from the “Cohort Cup” activity than I do from standard lecture-based didactics. - 4.03 ( .986) N/A\u003Cbr>I prefer to have the “Cohort Cup” remain part of my didactics. - 4.42 ( .725) N/A\u003Cbr>I feel that the “Cohort Cup” activity has helped me bond with others in my residency - 4.36 ( .769) N/A |","cbCaiaLBQ4BgB5Vf","https://ap.wps.com/l/cbCaiaLBQ4BgB5Vf","pdf",181820,"English","[{\"question\":\"What was the primary focus of the survey?\",\"answer\":\"The survey focused on participant engagement with the academic half-day and their learning preferences, comparing responses before and after an intervention.\"},{\"question\":\"What were the key findings regarding learning preferences?\",\"answer\":\"Participants strongly preferred games and active learning over standard lectures, with the \\\"Cohort Cup\\\" activity being particularly well-received for its educational value and contribution to bonding.\"},{\"question\":\"What was the statistical significance of the findings?\",\"answer\":\"The improvements in engagement and perceived educational contribution were statistically significant, with p-values indicating a very low probability of these results occurring by chance.\"}]","Survey Item Pre-intervention Average Post-intervention P-Value | PDF"]