Spruijt Annemarie, Leppink Jimmie, Wolfhagen Ineke, Scherpbier Albert, van Beukelen Peter, Jaarsma Debbie
Faculty of Veterinary Medicine, Utrecht University, Utrecht, the Netherlands.
BMC Med Educ. 2014 Sep 24;14:203. doi: 10.1186/1472-6920-14-203.
Teachers play an important role in seminars as facilitators and content experts. However, contextual factors like students' preparation, group size, group interaction, and content appear to influence their performance. Understanding the impact of these contextual factors on students' perception of teaching performance may help to further understand seminar teaching. Besides that, it may help curriculum organisers and teachers to get more insight in how to optimise their versatile role in seminars. The aim of this study is to investigate how students' perception of teaching performance in seminars is explained by students' extent of preparation, seminar group size, group interaction, and content.
The Utrecht Seminar Evaluation (USEME) questionnaire was used to collect information on teaching performance and the aforementioned explanatory variables. To account for intra-student, intra-seminar, and intra-teacher correlation in the data, multilevel regression was used to analyse 988 completed questionnaires in 80 seminars with 36 different teachers.
Group interaction and seminar content had large (B = 0.418) and medium (B = 0.212) positive effects on perceived teaching performance scores, whereas the effects of students' preparation (B = -0.055) and group size (B = -0.130) were small and negative.
This study provides curriculum organisers and teachers indications on how to optimise variables that influence perceived teaching performance in seminars. It is suggested that teachers should search for the most appropriate combination of motivating and challenging content and facilitation method within seminars to optimise discussion opportunities between students.
教师在研讨会上作为促进者和内容专家发挥着重要作用。然而，诸如学生准备情况、小组规模、小组互动和内容等情境因素似乎会影响他们的表现。了解这些情境因素对学生对教学表现的看法的影响，可能有助于进一步理解研讨教学。除此之外，它还可以帮助课程组织者和教师更深入地了解如何在研讨会上优化他们的多重角色。本研究的目的是调查学生准备程度、研讨小组规模、小组互动和内容如何解释学生对研讨会上教学表现的看法。
使用乌得勒支研讨会评估（USEME）问卷来收集有关教学表现和上述解释变量的信息。为了考虑数据中的学生内、研讨会内和教师内相关性，使用多层回归分析了来自80个研讨会、36位不同教师的988份完整问卷。
小组互动和研讨会内容对感知教学表现得分有较大（B = 0.418）和中等（B = 0.212）的积极影响，而学生准备情况（B = -0.055）和小组规模（B = -0.130）的影响较小且为负面。
本研究为课程组织者和教师提供了有关如何优化影响研讨会上感知教学表现的变量的指示。建议教师应在研讨会上寻找激励性和挑战性内容与促进方法的最合适组合，以优化学生之间的讨论机会。
