Jen Aaron, Webb Emily M, Ahearn Bren, Naeger David M
Department of Radiology and Biomedical Imaging, University of California, San Francisco, San Francisco, California.
Department of Radiology and Biomedical Imaging, University of California, San Francisco, San Francisco, California.
J Am Coll Radiol. 2016 Jan;13(1):72-6. doi: 10.1016/j.jacr.2015.06.025. Epub 2015 Aug 24.
The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores.
All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest- versus lowest-rated (> or < 1 SD) lectures were identified.
A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 ± 0.62. Three tags were significantly positively correlated with lecture score: "interactive"; "fun/engaging"; and "practical/important content" (r = 0.39, r = 0.34, and r = 0.32, respectively; all P < .001). More tags (n = 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: "not interactive"; "poorly structured or unevenly paced"; and "content too detailed or abundant" (r = -0.44, r = -0.39, and r = -0.36, respectively; all P < .001). Analysis of only the highest- and lowest-rated lectures yielded similar results.
Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated.
讲授式讲座仍是医学教育中最受欢迎的教学形式之一；然而，在放射学教育中，对讲座成功影响最大的因素尚不清楚。本研究的目的是确定与相对较高和较低评价分数相关的学生叙述性反馈模式。
收集了我们核心放射学选修课在1年内的所有学生评价。对所有评价意见进行标记，以识别离散的描述性概念。计算每个标记与平均评价分数的相关系数。确定与最高评分和最低评分（>或<1个标准差）讲座最密切相关的标记。
分析了77名高年级医学生对273场讲座的3262条评价意见。讲座的平均分数为8.96±0.62。有三个标记与讲座分数显著正相关：“互动性强”；“有趣/引人入胜”；以及“实用/重要内容”（相关系数分别为r = 0.39、r = 0.34和r = 0.32；均P <.001）。更多的标记（n = 12）与分数显著负相关；相关性最强的三个标记是：“缺乏互动性”；“结构不佳或节奏不均”；以及“内容过于详细或丰富”（相关系数分别为r = -0.44、r = -0.39和r = -0.36；均P <.001）。仅对最高评分和最低评分的讲座进行分析也得出了类似的结果。
确定了几个与讲座分数密切相关的因素。在可操作的特征中，内容针对性强（即实用/有用）的互动式讲座评分最高。
