Figure 2: Differential overall evaluation of the teaching formats of the traditional (old) and reformed curriculum (new). (A) Mean evaluation scores by semester. From left to right in each group: (traditional curriculum) WS 1999/00, SS 2000, (reformed curriculum) from SS 2005 to WS 2007/08. Learning with standardised patients was evaluated separately only in SS 2005, WS 2005/06, WS 2006/07. (B) For each teaching method the evaluation data from all semesters were combined. White lines in B: the highest percentage of positive evaluations in the traditional curriculum. Evaluation scale as in Figure 1. (ns) Not significant; (***) p <0.001 in the t-test against lecture (old). ANOVA: p=10-101.