Purpose Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies.
Methods This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations.
Results Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items.
Conclusion The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.
Purpose This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.
Methods This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.
Results The lecture evaluation score decreased as the teaching hours per instructor in a year increased by an hour, and the number of instructors per lecture increased by one individual. During trajectory analysis, the first trajectory had lower lecture evaluation scores overall but relatively high appropriateness of the textbook and punctuality of class, whereas the second trajectory had higher lecture evaluation scores overall for all four items.
Conclusion The two trajectories showed differences in teaching methods (understanding of lecture content and usefulness of the lecture) rather than in external factors (appropriateness of the textbook and punctuality of class). Therefore, to improve lecture satisfaction, enhancing instructors’ instructional competencies through lectures and adjusting the teaching hours by assigning an adequate number of instructors per lecture are recommended.
Omar Ashour, Ahmad Muneer Alkhatib, Qusai Al Zureikat, Mustafa Al-Shaikhli, Basel Bani Ata, Talal Massad, Leen Al-Huneidy, Mohammed Qussay Al-Sabbagh, Abdallah Al-Ani
Korean J Med Educ 2023;35(1):21-32. Published online February 28, 2023
Purpose We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students’ satisfaction.
Methods We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis.
Results We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11).
Conclusion Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.
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Methods The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software.
Results The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further.
Conclusion The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.
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Purpose The purpose of this study is to evaluate the effect of the peer review in an integrated curriculum and to guide further improvements of curriculum.
Methods In 2012, Seoul National University College of Medicine implemented a peer review system for 11 courses in an integrated curriculum. For each lecture, two reviewers conducted the rating using a 10-item questionnaire on a 4-point scale. We analyzed the correlation between total scores and each item and the inter-rater reliability between the two reviewers by Pearson correlation. Further, the link between peer review scores and the student lecture evaluation was analyzed.
Results The mean total score for the checklist rating was 31.3 (out of 40.0), and the mean score for each item ranged from 2.65 to 3.35 (out of 4.00). The correlation coefficient between the total score and each item was high, ranging from 0.656 to 0.849, except for three items. The mean of difference scores between reviewers was 5.03, and the correlation coefficient was significantly high, which ranged from 0.968 to 0.999. The peer reviews scores and student lecture evaluations generally correlated, but there were some outlying exceptions; the correlation coefficient was 0.105 and 0.093.
Conclusion Peer review is a useful method for improving the quality of lectures in an integrated curriculum by monitoring the objectives, contents, and methods of the lectures and providing feedback to the professors.
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Evaluation in medical education Tai Young Yoon Korean Journal of Medical Education.2015; 27(1): 1. CrossRef
PURPOSE The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school.
METHODS The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency.
RESULTS Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students.
Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development.
CONCLUSION Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.
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PURPOSE In spite of the rapidly expanding importance of the basic sciences, the number of professors teaching basic sciences in medicine has not changed in the last decade.
Thus, the need for new methods of teaching and learning has increased. The purpose of this study was to develop and assess integrative lecturing in the basic sciences for undergraduate allied health sciences students.
METHODS We developed an alternate form of lecturing in anatomy, physiology, microbiology, and pathology, focusing on the gastrointestinal system. We tested several teaching strategies including E-learning, face-to-face, and practice.
Students majoring in nursing (n=43), sports science (n=26), and emergency medical technology (n=35) participated and were asked to complete an anonymous survey.
RESULTS The majority of the students were satisfied with the new lecture style (86.6%). They preferred integrative lectures to traditional lectures. The degree of satisfaction with E-learning and practice were much higher than with face-to-face. Most of the students identified the knowledge of interdisciplinary relationship and participating in cadaveric dissections as the important effects of this lecture style.
CONCLUSION From this study, it can be suggested that integrative lecturing in basic sciences for public health- / medicine- related courses is effective in teaching and learning. Further studies for the development of integrative contents and system are needed.
PURPOSE Entering a new century in the year 2001, Chungbuk National University Medical School (CNUMS) decided to adopt a fully integrative curriculum. This plan has been executed from 2002 to 2005. we are now at a point to assess this new curriculum and further improve it for the future. METHODS: We studied 'Curricula for Undergraduate' from Chungbuk National University and 'The Present Educational Status of Medical College' the Dean's Council of Korean Medical College published from 1987 to 2005. RESULTS: All lectures consisted of integrated lectures between the basic and clinical medical sciences. First and second year lectures focused on the horizontal integration of basic and clinical medical sciences, respectively. Also lectures between the first and second years formed longitudinal integration and purposeful repetition. Practical Classes were comprised of essential major clinical medicines and elective clinical medicines. Generally, lectures were reduced to introduce active learning subjects including problem-based learning (PBL), communicational skills, objective structured clinical examination (OSCE) /clinical performance examination (CPX), basic clinical skills, community medicine, and health and society. CONCLUSION: The curriculum of CNUMS was changed from the traditional department-centered lectures to integrated organ-centered integrated lectures and practical classes. However, further innovation is required on the inside of curriculum.
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PURPOSE The evaluation of a lecture by students is one of the good way to improve a lecture. In one medical school, we started one-year-integrated-lecture curriculum for sophomore. And we evaluated lectures using formal lecture evaluation sheet after completion of each integrated lectures. The results were fed back to lecturers. But lecturers were indifferent to the results. So we performed this study to evaluate the current lecture evaluation method. METHODS: Answering patterns of evaluation sheets were reviewed. 50 students entitled to integrated lectures were given structured questions. 44 of them recovered. And randomly selected 10 students were interviewed. RESULTS: Analysis of evaluation sheets showed that some students checked the items just for fun. More than half of the students answered that they did not check the questions seriously. Reasons why the evaluation of lectures were not going well were; students were not trained to evaluate something; evaluation sheet was not designed to evaluate individual lecturer; listed items were too many in number and inappropriate; some students were suspicious about the impact of evaluation of lectures. In addition to this, it was revealed that students thought the timing of evaluation of lecture was important, too. CONCLUSION: Indifference of lecturers to the results is one form of resistance to the evaluation of lectures by students. To make evaluation of lectures effective, numbers and contents of evaluation items must be selected carefully, students need to be trained, and adequate evaluation timing should be determined with frequent feed backs.
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One of the most important teaching methods in medical education is the holistic approach which tries to integrate basic sciences and clinical medicine. The purpose of this study is to survey the situation of integrative l ectures at Yonsei University, College of Medicine. The study identified some problems in integrative lectures. Most of residents and students do not recognize the nature of integrative lectures. Besides the survey showed that the collaboration between faculty members and departments was uncooperative.
Furthermore the intergrative lectures were not able to distinguish from other lectures.
The results of present study implies that it is necessary to reevaluate the program of current integrative lectures. To improve the program it is highly recommended to establish the research committee. The committee could organize a variety of seminars and workshops to diseminate information on new teaching strategies in those integrative lectures.
Finally, the committee can conduct accessment of existing lectures and modify the curriculum.
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