Bamuhair Samira S, Al Farhan Ali I, Althubaiti Alaa, Ur Rahman Saeed, Al-Kadri Hanan M
College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia; Department of Family Medicine and Primary Health Care, King Abdulaziz Medical City, Riyadh, Saudi Arabia.
Int J Gen Med. 2016 Feb 9;9:1-5. doi: 10.2147/IJGM.S96627. eCollection 2016.
Information on the effect of students' class attendance on examination performance in a problem-based learning medical curriculum is limited. This study investigates the impact of different educational activities on students' academic performance in a problem-based learning curriculum.
This is a retrospective cohort study conducted on the cardiology block at the College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. All students who undertook the cardiology block during the academic year 2011-2012 were included. The students' attendance was measured using their overall attendance percentage. This percentage is a product of their attendance of many activities throughout the block. The students' performance was assessed by the final mark obtained, which is a product of many assessment elements. Statistical correlation between students' attendance and performance was established.
A total of 127 students were included. The average lecture attendance rate for the medical students in this study was found to be 86%. A significant positive correlation was noted between the overall attendance and the accumulated students' block mark (r=0.52; P<0.001). Students' attendance to different education activities was correlated to their final mark. Lecture attendance was the most significant predictor (P<0.001), that is, 1.0% increase in lecture attendance has predicted a 0.27 increase in students' final block mark.
Class attendance has a positive effect on students' academic performance with stronger effect for lecture attendance compared to attendance in other teaching modalities. This suggests that lecture attendance is critical for learning even when a problem-based learning medical curriculum is applied.
关于学生课堂出勤对基于问题的学习医学课程考试成绩影响的信息有限。本研究调查了不同教育活动对基于问题的学习课程中学生学业成绩的影响。
这是一项在沙特阿拉伯利雅得国王沙特·本·阿卜杜勒阿齐兹卫生科学大学医学院心脏病学模块进行的回顾性队列研究。纳入了2011 - 2012学年参加心脏病学模块的所有学生。学生的出勤情况通过其总体出勤百分比来衡量。该百分比是他们在整个模块中参加多项活动的出勤情况的乘积。学生的成绩通过获得的最终成绩进行评估，该成绩是多个评估要素的乘积。建立了学生出勤与成绩之间的统计相关性。
共纳入127名学生。本研究中医学生的平均讲座出勤率为86%。总体出勤与学生模块累计成绩之间存在显著正相关（r = 0.52；P < 0.001）。学生参加不同教育活动的情况与其最终成绩相关。讲座出勤是最显著的预测因素（P < 0.001），即讲座出勤率每增加1.0%，学生模块最终成绩预计增加0.27。
课堂出勤对学生的学业成绩有积极影响，与其他教学方式的出勤相比，讲座出勤的影响更强。这表明即使应用基于问题的学习医学课程，讲座出勤对学习也至关重要。
