公衛所Faculty seminar

時間：110年12月27日(一) 12:10PM – 13:10PM
(Time: 12:10 PM, 27th December)

地點：醫學二館221室
(Location: Rm221, Medical building II)

講者：黃品翔醫師 (台北榮民總醫院住院醫師)
(Dr. Pin-Hsiang Huang, Taipei Veteran General Hospital Resident, Taiwan)

演講題目：The Impact of Cultural Attributes on Perceived Clinical Teaching

Abstract
The quality of clinical teaching is important to ensure medical students are well taught, and it can be indirectly assessed by student outcomes. However, it is difficult to link student outcomes to specific teaching practices. Although student ratings of teaching are most commonly used to assess teaching practices, most of them seek feedback from students on teacher and teaching satisfaction which may not adequately reflect teaching quality. In addition, student personal attributes, beyond demographic factors such as age and gender, are rarely considered in student evaluations of teaching in general. This omission may compromise the validity of teaching evaluation since students’ personal attributes impact on their judgment and the responses to questionnaires. This is particularly pertinent to clinical teaching which has unique features, such as frequent workplace interactions with different health professionals as well as crucial patient involvement.

To establish a framework and tools for assessing clinical teaching within a diverse student population, a series of studies were done to identify effective clinical teaching, devise a valid scale for assessing teaching practices in clinical teaching, and identify the impact of individual cultural attributes on student ratings of clinical teaching practices.
A meta-analysis was undertaken to identify the effectiveness of clinical teaching practices. It identified 16 teaching practices with effect sizes (ES) ranging from 0.06 to 1.49. The most effective teaching practices are: mastery learning (ES=1.49), small group learning (ES=0.95), and goal setting (ES=0.86). Based on the results (16 teaching practices) from the meta-analysis, the tool, entitled Student Ratings in Clinical Teaching (STRICT), was devised using student reports of the frequency of teaching practices. Students were able to identify Active Learning, Problem-Solving Learning, and the use of Visual Technology. Furthermore, STRICT was applied in conjunction with other scales measuring individual cultural attributes (specifically, individualism, collectivism, power distance, and uncertainty avoidance) to identify the impact of cultural attributes on student evaluation of clinical teaching. The results demonstrate that cultural attributes accounted for 7.2 to 8.4% of the variance in the reported scores, representing the frequency of teaching practices observed by students.

Overall, it has been demonstrated that 1) different effective teaching practices share many common traits; 2) students are able to identify those practices utilising student-centred teaching approaches in particular; and 3) cultural attributes such as collectivism, individualism, power distance, and uncertainty avoidance affect students’ perceptions of clinical teaching practices related to active learning, problem-solving learning, and visual technology. In conclusion, student cultural attributes should be considered when student evaluation of teaching data is interpreted.