Table 3 Transform-Ed! intervention deliverers (academic educators): survey
Variable | Baseline | Follow-up | ||||
|---|---|---|---|---|---|---|
Agree | Neither | Disagree | Agree | Neither | Disagree | |
I regularly incorporate movement within my lectures/seminars | 50% (n = 4) |  | 50% (n = 4) | 100% (n = 8) |  |  |
Increasing students activity and breaking sitting time is important | 87.5% (n = 7) | 12.5% (n = 1) |  | 100% (n = 8) |  |  |
I am confident in my ability to deliver active teaching strategies | 25% (n = 2) | 25% (n = 2) | 50% (n = 4) | 75% (n = 6) | 25% (n = 2) |  |
Active pedagogy is challenging | 50% (n = 4) | 25% (n = 2) | 25% (n = 2) | 25% (n = 2) | 25% (n = 2) | 50% (n = 4) |
Active pedagogy detracts from achieving curriculum outcomes | 50% (n = 4) | 25% (n = 2) | 25% (n = 2) | 12.5% (n = 1) |  | 87.5% (n = 7) |
Active pedagogy is disruptive to student attention | 50% (n = 4) | 25% (n = 2) | 25% (n = 2) | 12.5% (n = 1) |  | 87.5% (n = 7) |