Università degli Studi di Milano, Italy.
Med Teach. 2009 Aug;31(8):e362-9. doi: 10.1080/01421590902744860.
This pilot study is based on observational research of lecturing skills during the annual Oral Medicine course at the Milan Dentistry School.
Our goals were to explore how teachers exhibited desirable lecturing skills, to observe how their attitudes and lecturing skills affected students' attention and thereby learning, and to provide feedback.
We prepared a structured observational grid divided into four categories: explaining, questioning, visual aids, and lecturer attitude. The grid was filled in by a participant, nonactive researcher.
Two main types of lecture were observed: "traditional" and "interactive". Both of these can result in a high level of attention among students. Among the categories, only "lecturer attitude" appeared to affect student attention. In particular, the skills of "speaking aloud" and "sustaining verbal communication with vocal inflection" appeared to have the greatest impact on lecturer attitude. The data were then presented blindly to the five lecturers, who were able to identify their own lesson.
Our grid proved to be a valid instrument although it was very expensive. When integrated with other strategies for improving lecturing, such as student scoring, peer evaluation, and microteaching, observational research can be a cost-effective method to stimulate guided reflection and to improve the lecturing skills of faculty members.
本研究是基于米兰牙科学院口腔医学年度课程教学技能的观察性研究。
我们的目的是探索教师如何展示理想的教学技能，观察他们的态度和教学技能如何影响学生的注意力从而影响学习，并提供反馈。
我们准备了一个结构化的观察表，分为四个类别：讲解、提问、视觉辅助和教师态度。由一位非活跃的参与者填写观察表。
观察到两种主要的讲座类型：“传统”和“互动”。这两种讲座都能引起学生的高度关注。在这些类别中，只有“教师态度”似乎会影响学生的注意力。特别是，“大声说话”和“用语调维持言语交流”这两个技能对教师态度的影响最大。然后将数据盲发给五位讲师，他们能够识别出自己的课程。
我们的观察表虽然成本很高，但被证明是一种有效的工具。当与其他提高教学技能的策略（如学生评分、同伴评估和微教学）相结合时，观察研究可以是一种具有成本效益的方法，可以激发有指导的反思，提高教师的教学技能。
