Medical Teacher
ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: http://www.tandfonline.com/loi/imte20
Availability of slides before lectures does not decrease attendance at lectures Dr Sophie Pelloux, Patrice Kirmizigul & Pr Patrick Lermusiaux To cite this article: Dr Sophie Pelloux, Patrice Kirmizigul & Pr Patrick Lermusiaux (2015) Availability of slides before lectures does not decrease attendance at lectures, Medical Teacher, 37:8, 793-793, DOI: 10.3109/0142159X.2014.970999 To link to this article: http://dx.doi.org/10.3109/0142159X.2014.970999
Published online: 10 Oct 2014.
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Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=imte20 Download by: [Australian National University]
Date: 05 November 2015, At: 14:50
Downloaded by [Australian National University] at 14:50 05 November 2015
Letter to the Editor
programme, instead of focusing on the assessment tools is an often forgotten aspect of student assessment. As part of their suggestions, in Tip 9, the authors have pointed out that assessment systems should be evaluated, and they have also offered practical recommendations for evaluating the learning effect of the assessment programme. We would like to take this opportunity to elaborate on this issue by discussing the theoretical aspect of evaluating the assessment programme. Assessment programmes like educational programmes comprise a series of components and activities designed in a specific context to attain intended goals. As a result, it seems advisable to employ programme evaluation theories and models to organise evaluation activities related to assessment programmes. Although, most of the programme evaluation models have been properly applied in the context of educational programmes, their utilisation in assessment programmes has not yet been reported. A few studies, such as that by Bok et al. (2013) which have addressed the evaluation of an assessment programme have not reported using any specific evaluation model. A variety of well-established evaluation models exist in the context of educational programmes from which assessment programme evaluators can opt to enrich their work. Quasiexperimental models and the well-known Kirkpatrick model are suitable if outcome achievement is considered. Goal-free evaluation models, on the other hand, focus on actual outcomes rather than predetermined ones, which in turn help evaluators to disclose assessment programme’s untoward effects. Context, Input, Process, and Product (CIPP) evaluation model and logic model can assist planners and evaluators through all phases of an assessment programme and can even be employed from the scratch when the programme is still being developed. CIPP model is especially helpful by paying special attention to the complex context in which assessment programmes should be implemented. In sum, educators can choose from a variety of programme evaluation models to develop, monitor and evaluate assessment programmes in the medical education context. However, further studies are required to determine which of these models works best in the setting of assessment programme evaluation. Roghayeh Gandomkar, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran Mohammad Jalili, Department of Emergency Medicine and Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran. E-mail: [email protected] Azim Mirzazadeh, Department of Internal Medicine and Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
Programmatic assessment of competency-based workplace learning: When theory meets practice. BMC Med Educ 13:123. van der Vleuten CP, Schuwirth LWT, Driessen EW, Govaerts MJB, Heeneman S. 2015. Twelve Tips for programmatic assessment. Med Teach 37(7). doi:10.3109/0142159X.2014.973388.
Availability of slides before lectures does not decrease attendance at lectures
Dear Sir Computer-generated slides seem to have positive effects on learning only when students have access to a copy of slides before lectures (Levasseur & Sawyer 2006). But some teachers still argue that online availability of slides before lectures might be associated with decreased attendance. A prospective cohort study was conducted to check whether such an association exists. Attendance at lectures and availability of slides were recorded for 157 out of 168 non-mandatory lecture sessions during two consecutive university years in a class of medical students in their fourth and fifth years of the six-year curriculum at the University of Lyon (n ¼ 208 for 2010–2011, 190 for 2011– 2012). Attendance at lectures with 100% of the slides available before was significantly higher than attendance at lectures with half or no slides available before (38% vs. 24% and 25%, p50.01). Using forward entry regression, we estimated that availability of slides explained only 10% of the variability of attendance at lectures. The main variable explaining about one third of the variability of attendance was time (year in the program, period in each year, week and day of the week). Availability of slides before lectures is not associated with a decreased attendance at lectures and is not the main factor accounting for attendance at lectures. This result could encourage teachers to give access to their slides online before lectures. Dr. Sophie Pelloux, Faculte´ de Me´decine Lyon Est, Universite´ de Lyon, 8 avenue Rockefeller, 69008 Lyon, France. E-mail: [email protected], [email protected] Patrice Kirmizigul, Universite´ de Lyon, 43 boulevard du 11 novembre 1918, 69100 Villeurbanne, France Pr. Patrick Lermusiaux, Service de Chirurgie Vasculaire, Hoˆpital Edouard Herriot, 5 place d’Arsonval, 69003 Lyon, France Declaration of interest: The authors report no financial conflicts of interest.
Declaration of interest: The authors report no conflicts of interest.
References Bok HG, Teunissen PW, Favier RP, Rietbroek NJ, Theyse LF, Brommer H, Haarhuis JC, van Beukelen P, van der Vleuten CP, Jaarsma DA. 2013.
Reference Levasseur DG, Sawyer JK. 2006. Pedagogy meets powerpoint: A research review of the effects of computer-generated slides in the classroom. Rev Commun 6(1):101–123.
793
ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: http://www.tandfonline.com/loi/imte20
Availability of slides before lectures does not decrease attendance at lectures Dr Sophie Pelloux, Patrice Kirmizigul & Pr Patrick Lermusiaux To cite this article: Dr Sophie Pelloux, Patrice Kirmizigul & Pr Patrick Lermusiaux (2015) Availability of slides before lectures does not decrease attendance at lectures, Medical Teacher, 37:8, 793-793, DOI: 10.3109/0142159X.2014.970999 To link to this article: http://dx.doi.org/10.3109/0142159X.2014.970999
Published online: 10 Oct 2014.
Submit your article to this journal
Article views: 136
View related articles
View Crossmark data
Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=imte20 Download by: [Australian National University]
Date: 05 November 2015, At: 14:50
Downloaded by [Australian National University] at 14:50 05 November 2015
Letter to the Editor
programme, instead of focusing on the assessment tools is an often forgotten aspect of student assessment. As part of their suggestions, in Tip 9, the authors have pointed out that assessment systems should be evaluated, and they have also offered practical recommendations for evaluating the learning effect of the assessment programme. We would like to take this opportunity to elaborate on this issue by discussing the theoretical aspect of evaluating the assessment programme. Assessment programmes like educational programmes comprise a series of components and activities designed in a specific context to attain intended goals. As a result, it seems advisable to employ programme evaluation theories and models to organise evaluation activities related to assessment programmes. Although, most of the programme evaluation models have been properly applied in the context of educational programmes, their utilisation in assessment programmes has not yet been reported. A few studies, such as that by Bok et al. (2013) which have addressed the evaluation of an assessment programme have not reported using any specific evaluation model. A variety of well-established evaluation models exist in the context of educational programmes from which assessment programme evaluators can opt to enrich their work. Quasiexperimental models and the well-known Kirkpatrick model are suitable if outcome achievement is considered. Goal-free evaluation models, on the other hand, focus on actual outcomes rather than predetermined ones, which in turn help evaluators to disclose assessment programme’s untoward effects. Context, Input, Process, and Product (CIPP) evaluation model and logic model can assist planners and evaluators through all phases of an assessment programme and can even be employed from the scratch when the programme is still being developed. CIPP model is especially helpful by paying special attention to the complex context in which assessment programmes should be implemented. In sum, educators can choose from a variety of programme evaluation models to develop, monitor and evaluate assessment programmes in the medical education context. However, further studies are required to determine which of these models works best in the setting of assessment programme evaluation. Roghayeh Gandomkar, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran Mohammad Jalili, Department of Emergency Medicine and Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran. E-mail: [email protected] Azim Mirzazadeh, Department of Internal Medicine and Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
Programmatic assessment of competency-based workplace learning: When theory meets practice. BMC Med Educ 13:123. van der Vleuten CP, Schuwirth LWT, Driessen EW, Govaerts MJB, Heeneman S. 2015. Twelve Tips for programmatic assessment. Med Teach 37(7). doi:10.3109/0142159X.2014.973388.
Availability of slides before lectures does not decrease attendance at lectures
Dear Sir Computer-generated slides seem to have positive effects on learning only when students have access to a copy of slides before lectures (Levasseur & Sawyer 2006). But some teachers still argue that online availability of slides before lectures might be associated with decreased attendance. A prospective cohort study was conducted to check whether such an association exists. Attendance at lectures and availability of slides were recorded for 157 out of 168 non-mandatory lecture sessions during two consecutive university years in a class of medical students in their fourth and fifth years of the six-year curriculum at the University of Lyon (n ¼ 208 for 2010–2011, 190 for 2011– 2012). Attendance at lectures with 100% of the slides available before was significantly higher than attendance at lectures with half or no slides available before (38% vs. 24% and 25%, p50.01). Using forward entry regression, we estimated that availability of slides explained only 10% of the variability of attendance at lectures. The main variable explaining about one third of the variability of attendance was time (year in the program, period in each year, week and day of the week). Availability of slides before lectures is not associated with a decreased attendance at lectures and is not the main factor accounting for attendance at lectures. This result could encourage teachers to give access to their slides online before lectures. Dr. Sophie Pelloux, Faculte´ de Me´decine Lyon Est, Universite´ de Lyon, 8 avenue Rockefeller, 69008 Lyon, France. E-mail: [email protected], [email protected] Patrice Kirmizigul, Universite´ de Lyon, 43 boulevard du 11 novembre 1918, 69100 Villeurbanne, France Pr. Patrick Lermusiaux, Service de Chirurgie Vasculaire, Hoˆpital Edouard Herriot, 5 place d’Arsonval, 69003 Lyon, France Declaration of interest: The authors report no financial conflicts of interest.
Declaration of interest: The authors report no conflicts of interest.
References Bok HG, Teunissen PW, Favier RP, Rietbroek NJ, Theyse LF, Brommer H, Haarhuis JC, van Beukelen P, van der Vleuten CP, Jaarsma DA. 2013.
Reference Levasseur DG, Sawyer JK. 2006. Pedagogy meets powerpoint: A research review of the effects of computer-generated slides in the classroom. Rev Commun 6(1):101–123.
793
