Emahiser Johnathan, Nguyen John, Vanier Cheryl, Sadik Amina
Third Year Medical Student (OMSIII), College of Osteopathic Medicine, Touro University Nevada, Henderson, NV USA.
Chief Research Officer, Department of Research, Institutional Review Board (IRB) Chair, Touro University Nevada, Henderson, NV USA.
Med Sci Educ. 2021 Feb 23;31(2):697-707. doi: 10.1007/s40670-021-01236-8. eCollection 2021 Apr.
Declining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students' ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students' minds regarding the relevance and value of these sessions.
The online version contains supplementary material available at 10.1007/s40670-021-01236-8.
本科医学教育的教育工作者一直关注讲座出勤率下降的问题。开展了一项调查，（a）以深入了解学生逃课的原因，（b）确定他们使用的学习材料类型，以及（c）确定他们认为什么会促使他们来上课。该调查发送给了317名一年级和二年级医学生，145人（45%）回复。只有63%的一年级学生和53%的二年级学生参加了非强制性的讲座。对于有志于从事竞争不那么激烈的专业（如儿科和家庭医学）的学生，出勤率更高。不来上课最常见的原因与信息获取效率以及教师或课堂风格有关。使用最多的资源（>60%）是教师提供的材料或录制的讲座。二年级学生也大量使用备考执业医师资格考试的外部学习材料，如《病理学精要》（50%）。学生们对于可能提高出勤率的想法表明，他们认为讲座可能无法帮助他们备考执业医师资格考试，他们希望教师在课堂和评估中更频繁地涉及与执业医师资格考试相关的内容。受访者还建议可以通过教师发展来改进教学实践。在强有力的教学实践中融入教师对执业医师资格考试内容的了解和提及，可能会帮助学生在现场讲座中发现更多价值。精心设计的主动学习课程可能会改变学生对这些课程的相关性和价值的看法。
在线版本包含可在10.1007/s40670-021-01236-8获取的补充材料。
