ever, less attention was given to the latter two components of the SCCT.
The authors suggested that a longitudinal
Assessing the Study The authors noted several study limitations: the Institute was an isolated, week-long course, the study only looked at one group of 11 students who completed the course during one summer, there was no longitudinal continuity with the students who attended, and the course directors did not partner with the students’ home universities to ensure continuity. The authors suggested that a longitudinal course that is more integrated with each student’s medical education curriculum may be more effective in drawing students to a career in academic medicine. Since the first time the redesigned curriculum was used was in 2009, it is too early to determine whether students who completed the course are more likely to go into academic
course that is more integrated with each student’s medical education curriculum may be more effective in drawing students to a career in academic medicine. medicine or not. Finally, the authors did not suggest how the material in the course might be integrated into a standard medical education. Assessing the Application Despite the limited data, the study highlights an important lack in medical
education, and suggests one method for addressing it. The authors very thoughtfully analyzed the results from the study, using many different methods and perspectives. Their results are certainly a good starting point for adding more exposure to and training for academic medicine careers in medical schools.
Results: Most faculty members regarded the questioning technique during classes as being important and expected positive outcomes in terms of the students’ participation in class, concentration in class and understanding of the class contents. In the 99 classes analyzed, the median number of questions per class was 1 (0–29). Among them, 40 classes (40.4 %) did not use questioning techniques. The frequency of questioning per lecture was similar regardless of the faculty members’ perception. On the other hand, the faculty members perceived that their usual wait time after question was approximately 10 seconds compared to only 2.5 seconds measured from video analysis. More lecture‒experienced faculty members tended to ask more questions in class.
ABSTRACT FOR STUDY #2: Analysis of questioning technique during classes in medical education. Cho YH, Lee SY, Jeong DW, Im SJ, Choi EJ, Lee SH, Baek SY, Kim YJ, Lee JG, Yi YH, Bae MJ, Yune SJ. BMC Med Educ. 2012 Jun 12;12:39. doi: 10.1186/1472-6920-12-39. Background: Questioning is one of the essential techniques used by lecturers to make lectures more interactive and effective. This study surveyed the perception of questioning techniques by medical school faculty members and analyzed how the questioning technique is used in actual classes.
Conclusions: There were some discrepancies regarding the questioning technique between the faculty members’ perceptions and Methods: Data on the perceptions of the questioning skills used reality, even though they had positive opinions of the technique. during lectures was collected using a self‒questionnaire for faculty The questioning skills during a lecture need to be emphasized to members (N = 33) during the second semester of 2008. The faculty members. questionnaire consisted of 18 items covering the awareness and characteristics of questioning skills. Recorded video tapes were used to observe the faculty members’ questioning skills.
Critique of Study #2 Loheetha Ragupathi The Socratic Method of teaching in medicine is the conventional system in which questioning the learner allows for knowledge transfer. In this paper by Cho et al based in South Korea, the authors posited that questioning is "the most common and effective teaching method.” They measured and evaluated the caliber of questioning employed by a group of faculty. Most notably, they were assessed in the time that faculty allotted students to ponder a question before revealing the answer.
The authors compared the actual duration of time to the duration of the time as perceived by the teacher. The authors approached 40 faculty members who lectured to second year medical students in the fall of 2008. It is unclear whether these 40 faculty members represented the total number of faculty members who had planned to lecture to these students, or whether there was any other selection mechanism in place. Of those 40 faculty, 33 consented to participate in the study. The authors first surveyed the participants using a questionnaire concerning demographic characteristics and perceived use of the Socratic 9
Method; the wait time; whether or not faculty planned their questions in advance; at what point during the lecture did faculty choose to pose their questions; and whether faculty intended to direct the questions towards the whole group of students or an individual. The authors then compared the questionnaire responses to actual questioning behaviors elucidated from 99 class lectures given by the 33 faculty participants. On average, faculty believed that they waited 10 seconds to allow students to answer questions. The actual measured wait time was only 2.5 seconds. This result is portrayed in a bar graph in the paper