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Interactive large-group teaching in a dermatology course

Ochsendorf, Falk Rudiger
Sommerlad, M.
Kaufmann, Roland
Published in Medical Teacher. 2006, vol. 28, no. 8, p. 697-701
Abstract This is a prospective study to find out whether an interactive large-group case-based teaching approach combined with small-group bedside teaching improves student satisfaction and learning outcome in a practical dermatology course. During two consecutive terms a rotating system of large-group interactive case-study-method teaching with two tutors (one content expert, one process facilitator) and bedside teaching with randomly appointed tutors was evaluated with a nine-item questionnaire and multiple-choice test performed at the beginning and the end of the course (n = 204/231 students evaluable). The results of three different didactic approaches utilized over the prior year served as a control. The interactive course was rated significantly better (p < 0.0001) than the standard course with regard to all items. The aggregate mark given by the students for the whole course was 1.58-0.61 (mean +/- SD, range 1 (good)-5 (poor)). This was significantly better than the standard course (p < 0.0001) and not different from small-group teaching approaches. The mean test results in the final examination improved significantly (p < 0.01). The combination of large-group interactive teaching and small-group bedside teaching was well accepted, improved the learning outcome, was rated as good as a small-group didactic approach and needed fewer resources in terms of personnel.
Keywords Analysis of VarianceCurriculumDermatology/*educationEducation, Medical, Undergraduate/*methodsEducational Measurement/standardsHumansProblem-Based Learning/methodsProspective StudiesQuestionnairesStatistics, NonparametricTeaching/*methods
PMID: 17594580
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OCHSENDORF, Falk Rudiger et al. Interactive large-group teaching in a dermatology course. In: Medical Teacher, 2006, vol. 28, n° 8, p. 697-701. doi: 10.1080/01421590601034241

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Deposited on : 2013-09-20

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