Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years

Table 5 The distribution of number of variants and the time students spent analyzing variants outside of course assignments

Variants analyzed outside of assignments^a	Own Genome^b	Ref. Genome	Hours spent analyzing genome outside of assignments^a	Own Genome^c	Ref. Genome
0	1	1	Less than 1	3	2
1–2	3	0	1–2	2	0
3–5	10	1	2–5	14	1
6–10	11	1	5–10	13	0
11–20	9	0	10–20	4	0
21–30	3	0	20–30	1	0
More than 30	1	0	More than 30	0	0

^a Questions not in 2013 questionnaire
^b Linear-by-linear association with year was not significant: Z = −0.49, p = 0.63
^c Linear-by-linear association with year was not significant: Z = −0.62, p = 0.53

ISSN: 1755-8794