Demir Enver Ahmet, Tutuk Okan, Dogan Hatice, Egeli Duygu, Tumer Cemil
Department of Physiology, Faculty of Medicine, Mustafa Kemal University, Hatay, Turkey.
Department of Physiology, Faculty of Medicine, Mustafa Kemal University, Hatay, Turkey
Adv Physiol Educ. 2017 Dec 1;41(4):599-603. doi: 10.1152/advan.00119.2017.
The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students' answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era.
几十年来，教育工作者一直强调上课出勤的重要性。如今，学生有丰富的在线教育资源，这引发了关于课堂讲座必要性的争论。在本研究中，我们调查了上课出勤对考试成绩的影响。为此，我们采用了一种新颖的方法，将二年级医学生在三次期中考试中的答案与与这些问题相关的讲座进行匹配。通过这种方式，我们能够评估参加讲座是否会增加正确回答由所参加讲座产生的考试问题的机会。此外，我们分别考察了从未修过该课程的学生（首次修课者）和挂科后重修该课程的学生（重修者），因为重修者可能之前参加过讲座。我们发现，首次修课者比重修者参加的讲座更多，总成绩也更高。在所有期中考试中，与讲座匹配的正确答案在参加的讲座中显著高于未参加的讲座。此外，相关性分析表明，首次修课者和重修者的正确答案数量都随着上课出勤而增加。这些结果表明，即使在互联网时代，课堂讲座仍应被视为医学生理学教育的重要组成部分。
