Schick Garrett, McWhorter David
Arkansas College of Osteopathic Medicine, 7000 Chad Colley Blvd, Fort Smith, AR USA.
Med Sci Educ. 2021 Dec 2;32(1):175-182. doi: 10.1007/s40670-021-01459-9. eCollection 2022 Feb.
Lectures remain a common instructional method in medical education. Instructor methods, curricular factors, and technology affect students' use of scheduled live lectures that may impact faculty job satisfaction.
This study identified instructor methods and curriculum issues that influenced preclinical medical students' use of scheduled lectures as well as faculty perceptions of lectures and students' attendance.
First- and second-year osteopathic medical students ( = 304) were invited to complete a voluntary, anonymous semantic differential scale, Likert scale, and dichotomous question survey, rating 22 lecturer methods and 9 curriculum factors that influence use of live lectures. Preclinical faculty ( = 35) were also asked to complete a differential scale survey, rating 17 issues regarding live lectures and student attendance. Student and faculty surveys were analyzed using the appropriate central tendency and variability measures.
Students that completed the survey ( = 144) rated the ability to explain complex concepts in an understandable manner as "Very Important" and wearing professional attire as "Not Important" for attending lectures, respectively. Availability of recorded lectures, time to an upcoming exam, and unscheduled time gaps between lectures were rated as Very Important curricular factors for attending lectures. Faculty completed the survey ( = 21) and agree that lectures should continue as a major mode of instruction, while the majority reported spending over 9 h preparing new lectures.
Faculty lecture methods and overarching curricular decisions greatly impact students' attendance of live lectures. Regardless, most students and faculty believe that scheduled lectures should continue as an option for students who prefer to attend live lectures.
讲座仍是医学教育中一种常见的教学方法。教师的教学方法、课程因素和技术会影响学生对定期现场讲座的参与度，这可能会影响教师的工作满意度。
本研究确定了影响临床前医学生参与定期讲座的教师教学方法和课程问题，以及教师对讲座和学生出勤情况的看法。
邀请一、二年级的整骨医学学生（n = 304）完成一份自愿、匿名的语义差异量表、李克特量表和二分法问题调查，对影响现场讲座参与度的22种教师教学方法和9个课程因素进行评分。临床前教师（n = 35）也被要求完成一份差异量表调查，对与现场讲座和学生出勤相关的17个问题进行评分。使用适当的集中趋势和变异性测量方法对学生和教师的调查进行分析。
完成调查的学生（n = 144）分别将以易懂的方式解释复杂概念的能力评为“非常重要”，而将穿着专业服装视为参加讲座“不重要”。讲座录像的可用性、距离即将到来的考试的时间以及讲座之间的非计划时间间隔被评为参加讲座的“非常重要”的课程因素。教师完成了调查（n = 21），并同意讲座应继续作为主要教学模式，而大多数教师报告花了超过9小时准备新讲座。
教师的讲座方法和总体课程决策对学生参加现场讲座的情况有很大影响。尽管如此，大多数学生和教师认为，对于喜欢参加现场讲座的学生来说，定期讲座应继续作为一种选择。
