Interactive large-group teaching in a dermatology course

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 inter...

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Bibliographic Details
Published in:Medical teacher 2006-01, Vol.28 (8), p.697-701
Main Authors: Ochsendorf, F.R., Boehncke, W.-H., Sommerlad, M., Kaufmann, R.
Format: Article
Language:English
Subjects:
Analysis of Variance
Case studies
Curriculum
Dermatology
Dermatology - education
Education, Medical, Undergraduate - methods
Educational Measurement - standards
Evaluation
Group learning
Humans
Interactive learning
Learning
Medical education
Medical schools
Multiple Choice Tests
Outcomes
Problem-Based Learning - methods
Prospective Studies
Statistics, Nonparametric
Student Satisfaction
Surveys and Questionnaires
Teaching - methods
Test Results
Tutors
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Summary: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 
ISSN:0142-159X
1466-187X
DOI:10.1080/01421590601034241