Fig 1.
Flow diagram of the design.
Table 1.
The step of qualitative content analysis.
Table 2.
Participant characteristics.
Table 3.
Fifth-year medical students’ perceived competence in PBL and satisfaction with sessions after educational intervention, about hybrid- and pure -PBL, Chiba University Hospital (N = 99).
Table 4.
Baseline of fifth-year medical students’ self-evaluation of competency in clinical reasoning before the educational intervention, based on the 7-point Likert scale about hybrid- and pure-PBL, Chiba University Hospital (N = 99).
Table 5.
ANCOVA in fifth-year medical students’ self-evaluation of competency in clinical reasoning after the educational intervention based on the 7-point Likert scale about hybrid- and pure-PBL, Chiba University Hospital (N = 99).
Table 6.
A two-way ANOVA in fifth-year medical students’ self-evaluation of competency in clinical reasoning before and after the educational intervention based on the 7-point Likert scale, about hybrid- and pure-PBL, Chiba University Hospital (N = 99).
Table 7.
Absolute frequencies of codes for each theme (intervention group).