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A group of researchers conducted a power analysis before conducting a study comparing two types of patient

teaching for multiple sclerosis: usual teaching and a computerized learning game. The dependent variable was perceived self-efficacy in managing medication side effects. The power analysis revealed that 45 subjects were needed in both groups for a power of 0.8 at a significance level of .05. The researchers randomly assigned 47 persons to each group. The study attrition was 10% for both groups. No significant differences were found between groups in perceived self-efficacy.


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