Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study
Abstract Background Case-based group discussions (CBGD) are a specific, interaction-focused format dedicated to fostering medical students’ skills in applying basic biomedical knowledge to patient cases. Existing conceptions of CBGD suggest that a gradient towards increased opportunities for student...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-12-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03944-0 |
| _version_ | 1798005304548392960 |
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| author | Martin Gartmeier Alexander Hapfelmeier Marc Grünewald Janina Häusler Theresa Pfurtscheller Tina Seidel Pascal Berberat |
| author_facet | Martin Gartmeier Alexander Hapfelmeier Marc Grünewald Janina Häusler Theresa Pfurtscheller Tina Seidel Pascal Berberat |
| author_sort | Martin Gartmeier |
| collection | DOAJ |
| description | Abstract Background Case-based group discussions (CBGD) are a specific, interaction-focused format dedicated to fostering medical students’ skills in applying basic biomedical knowledge to patient cases. Existing conceptions of CBGD suggest that a gradient towards increased opportunities for students to make elaborative verbal contributions is an important element of such seminars. To verify this assumption, we investigate empirically if clinical teachers progress from more basic, knowledge-oriented questions towards more advanced, elaboration-oriented questions in such seminars. Methods We videotaped 21 different clinical teachers and 398 medical students in 32 CBGD-seminars on surgery and internal medicine. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Inter-rater reliability was satisfactory. To determine trends regarding the teacher questions / student responses, we compared eight time-segments of equal duration per seminar. Results Overall, clinical teachers asked more closed-reproductive than open-elaborative questions. Students gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time. Conclusions Clinical teachers did not deliberately modify the types of questions over time to push students towards more elaborative responses. We conclude that the critical question to which degree promising teaching approaches are actually put into clinical teaching practice should be raised more purposefully in medical education research. |
| first_indexed | 2024-04-11T12:37:00Z |
| format | Article |
| id | doaj.art-cd065520fa4845d0b82c65e684417b65 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-11T12:37:00Z |
| publishDate | 2022-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-cd065520fa4845d0b82c65e684417b652022-12-22T04:23:36ZengBMCBMC Medical Education1472-69202022-12-012211810.1186/s12909-022-03944-0Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video studyMartin Gartmeier0Alexander Hapfelmeier1Marc Grünewald2Janina Häusler3Theresa Pfurtscheller4Tina Seidel5Pascal Berberat6Technical University of Munich, School of Medicine, TUM Medical Education CenterInstitute of General Practice and Health Services Research, Techincal University of Munich, TUM School of MedicineDepartment of Ophthalmology, Technical University of Munich, TUM School of MedicineTechnical University of Munich, TUM Graduate SchoolTechnical University of Munich, School of Medicine, TUM Medical Education CenterFriedl Schöller Endowed Chair for Educational Psychology, Technical University of Munich, TUM School of EducationTechnical University of Munich, School of Medicine, TUM Medical Education CenterAbstract Background Case-based group discussions (CBGD) are a specific, interaction-focused format dedicated to fostering medical students’ skills in applying basic biomedical knowledge to patient cases. Existing conceptions of CBGD suggest that a gradient towards increased opportunities for students to make elaborative verbal contributions is an important element of such seminars. To verify this assumption, we investigate empirically if clinical teachers progress from more basic, knowledge-oriented questions towards more advanced, elaboration-oriented questions in such seminars. Methods We videotaped 21 different clinical teachers and 398 medical students in 32 CBGD-seminars on surgery and internal medicine. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Inter-rater reliability was satisfactory. To determine trends regarding the teacher questions / student responses, we compared eight time-segments of equal duration per seminar. Results Overall, clinical teachers asked more closed-reproductive than open-elaborative questions. Students gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time. Conclusions Clinical teachers did not deliberately modify the types of questions over time to push students towards more elaborative responses. We conclude that the critical question to which degree promising teaching approaches are actually put into clinical teaching practice should be raised more purposefully in medical education research.https://doi.org/10.1186/s12909-022-03944-0Teacher questionsCase-based learningVideo studyStudent elaboration |
| spellingShingle | Martin Gartmeier Alexander Hapfelmeier Marc Grünewald Janina Häusler Theresa Pfurtscheller Tina Seidel Pascal Berberat Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study BMC Medical Education Teacher questions Case-based learning Video study Student elaboration |
| title | Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study |
| title_full | Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study |
| title_fullStr | Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study |
| title_full_unstemmed | Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study |
| title_short | Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study |
| title_sort | is there an increase over time in the complexity of teacher questions and student responses in case based clinical seminars a cross sectional video study |
| topic | Teacher questions Case-based learning Video study Student elaboration |
| url | https://doi.org/10.1186/s12909-022-03944-0 |
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