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Lectures based on cardinal symptoms in undergraduate medicine - effects of evaluation-based interventions on teaching large groups.

Kuhnigk O, Weidtmann K, Anders S, Hüneke B, Santer R, Harendza S - GMS Z Med Ausbild (2011)

Bottom Line: Overall, on the basis of individual items students ranked the quality of the LSVs significantly higher than trained auditors during the first evaluation period.This effect was no longer seen after the second evaluation period.Further investigation is needed to determine the adequate frequency of evaluation and the format of feedback to guarantee sustainable effects of the didactic quality of lectures.

View Article: PubMed Central - HTML - PubMed

Affiliation: Universitätsklinikum Hamburg-Eppendorf, Klinik für Psychiatrie und Psychotherapie, Hamburg, Deutschland.

ABSTRACT
Despite critical voices lectures are still an important teaching format in current medical curricula. With the curricular reform at Hamburg Medical Faculty in the year 2004, all subject specific lectures were replaced by cardinal symptom oriented lectures (LSV) in the new clinical curriculum. LSVs are taught throughout all six thematic blocks in years three to five. Since regular student evaluations after each thematic block seemed to demand improvement of the LSVs, this study was carried out using evaluations of individual LSVs by the participating students and by trained auditors (final year students and academic staff). Based on these evaluations feedback containing the individual evaluation data was given in written form to the lecturers combined with information material on planning an LSV using modern didactic techniques. In a second evaluation period, the effects of this intervention were studied. Only small improvements in the LSVs' quality were noted regarding the level of marks achieved. When individual items were evaluated, especially the didactic quality, significant improvements were noticeable. Overall, on the basis of individual items students ranked the quality of the LSVs significantly higher than trained auditors during the first evaluation period. This effect was no longer seen after the second evaluation period. The inter rater reliability among the auditors was very good. This study shows that regular quality assurance is needed on the structural levels and for staff to accompany the process of embedding teaching formats into curricular concepts. Further investigation is needed to determine the adequate frequency of evaluation and the format of feedback to guarantee sustainable effects of the didactic quality of lectures.

No MeSH data available.


Comparison of the school grades given by the students in evaluation phase 1 und 2
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Related In: Results  -  Collection

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T2: Comparison of the school grades given by the students in evaluation phase 1 und 2

Mentions: On the basis of school grades comparisons of the means of the student ratings of the same 18 LSV rated in evaluation phases 1 and 2 five show significant improvements (28%), three significant deteriorations (17%), and ten ratings are found unchanged (55%) (see table 2 (Tab. 2)). Hence, the majority of student evaluations of the LSVs in the second evaluation phase do not reveal changes. The above mentioned criterion of the minimal difference of the means in school grade of Δ=+0,255 is achieved by eight lectures (44%).


Lectures based on cardinal symptoms in undergraduate medicine - effects of evaluation-based interventions on teaching large groups.

Kuhnigk O, Weidtmann K, Anders S, Hüneke B, Santer R, Harendza S - GMS Z Med Ausbild (2011)

Comparison of the school grades given by the students in evaluation phase 1 und 2
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC3140396&req=5

T2: Comparison of the school grades given by the students in evaluation phase 1 und 2
Mentions: On the basis of school grades comparisons of the means of the student ratings of the same 18 LSV rated in evaluation phases 1 and 2 five show significant improvements (28%), three significant deteriorations (17%), and ten ratings are found unchanged (55%) (see table 2 (Tab. 2)). Hence, the majority of student evaluations of the LSVs in the second evaluation phase do not reveal changes. The above mentioned criterion of the minimal difference of the means in school grade of Δ=+0,255 is achieved by eight lectures (44%).

Bottom Line: Overall, on the basis of individual items students ranked the quality of the LSVs significantly higher than trained auditors during the first evaluation period.This effect was no longer seen after the second evaluation period.Further investigation is needed to determine the adequate frequency of evaluation and the format of feedback to guarantee sustainable effects of the didactic quality of lectures.

View Article: PubMed Central - HTML - PubMed

Affiliation: Universitätsklinikum Hamburg-Eppendorf, Klinik für Psychiatrie und Psychotherapie, Hamburg, Deutschland.

ABSTRACT
Despite critical voices lectures are still an important teaching format in current medical curricula. With the curricular reform at Hamburg Medical Faculty in the year 2004, all subject specific lectures were replaced by cardinal symptom oriented lectures (LSV) in the new clinical curriculum. LSVs are taught throughout all six thematic blocks in years three to five. Since regular student evaluations after each thematic block seemed to demand improvement of the LSVs, this study was carried out using evaluations of individual LSVs by the participating students and by trained auditors (final year students and academic staff). Based on these evaluations feedback containing the individual evaluation data was given in written form to the lecturers combined with information material on planning an LSV using modern didactic techniques. In a second evaluation period, the effects of this intervention were studied. Only small improvements in the LSVs' quality were noted regarding the level of marks achieved. When individual items were evaluated, especially the didactic quality, significant improvements were noticeable. Overall, on the basis of individual items students ranked the quality of the LSVs significantly higher than trained auditors during the first evaluation period. This effect was no longer seen after the second evaluation period. The inter rater reliability among the auditors was very good. This study shows that regular quality assurance is needed on the structural levels and for staff to accompany the process of embedding teaching formats into curricular concepts. Further investigation is needed to determine the adequate frequency of evaluation and the format of feedback to guarantee sustainable effects of the didactic quality of lectures.

No MeSH data available.