Teaching and assessment in otolaryngology and neurology: Does the timing of clinical courses matter?

Full Abstract

Little is known about the effectiveness of clinical courses as a learning environment. To accurately assess performance in these courses, equal conditions for all candidates are required. We investigated the influence of the proximity of the course to the students test taking, the students' learning styles, and their self-motivation for learning in relation to performance success. One hundred and eleven students were randomized into eight groups, each attending a 2 week course in otolaryngology with a high proportion of patient-related teaching, and a 2 week long course in neurology with a low level of patient-related teaching. All students took multiple-choice end-of-term exams to assess their knowledge in both subjects. There was a different time interval between the course participation and the test taking for each of the groups. Performance success was correlated with the different groups, as well as with the type of learning style (LIST questionnaire) and with motivation for learning (study interest questionnaire). Explorative rank variance analysis showed a significant correlation between students' performance on the written exam and the time interval between completion of the neurology course and test-taking, with the shortest interval corresponding to highest scores (P = 0.002). There was no such effect on the success rate in otolaryngology (P = 0.28). Study motivation was not the major component for performance success, but a strong correlation between the use of strategic and deep learning styles and success in the exam was observed (R = 0.62; P < 0.001). The duration of time between a clinical course with little practical teaching and the students' taking of the exam plays a significant role on performance success; this effect does not occur in a course with a high proportion of practical patient-related teaching. More studies on clinical courses are needed to establish how students can be given adequate opportunities to develop necessary skills for patient care and for objective success on assessment. With such further information, the effectiveness of clinical courses as a learning experience might be enhanced.

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Author information

Author/s: Dünne, A A (AA); Zapf, S (S); Hamer, H M (HM); Folz, B J (BJ); Käuser, G (G); Fischer, M R G (MR);

Affiliation: Department of Otolaryngology, Head and Neck Surgery, Philipps University Marburg, Deutschhausstr. 3, 35037 Marburg, Germany. duenne(-atsign-)med.uni-marburg.de

Journal and publication information

Publication Type: Journal Article; Randomized Controlled Trial

Journal: European archives of oto-rhino-laryngology : official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS) : affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery (Eur Arch Otorhinolaryngol), published in Germany. (Language: eng)

Reference: 2006-Nov; vol 263 (issue 11) : pp 1023-30

Dates: Created 2006/09/21; Completed 2007/03/20; Revised 2007/05/15;

PMID: 16847682, status: MEDLINE (last retrieval date: 12/26/2008)

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Clinical Competence
Competency-Based Education - organization & administration
Education, Medical, Undergraduate - organization & administration
Humans
Learning

Motivation
Neurology - education
Otolaryngology - education
Students, Medical - psychology
Time Factors

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