ABSTRACT
Objective To investigate the characteristics and distribution of class teaching skill points in state high quality course pathology using Flanders interaction analysis system to analyze the teaching video of pathology course.Methods Teaching videos of state high quality course (pathology course) between 2006 and 2012 were analyzed by Flanders interaction analysis system.Frequencies of using teaching skill,presentation skill and interaction skill were statistically analyzed.Results The study found that frequencies of using teaching skill points in pathology course were decreased in the following order:presentation skill (53.94％),interaction skill (26.64％) and teaching skill (19.42％).Sensory focusing was most commonly used in presentation skill.Monitoring and expressing concern were most commonly used in interaction skill.Gestures and cases were most commonly used in teaching skill.Conclusions Teachers in pathology teaching should correctly handle the relationship among the presentation,interaction and teaching skills according to the teaching objectives and teaching content.
ABSTRACT
PURPOSE: The purpose of this study was to develop and examine a program that was designed to improve the presentation skills of medical school students. METHODS: The program was implemented in 2-day workshops for 36 third-grade medical students in 2009, using the following procedures in order: needs assessment; an initial group presentation and peer evaluation; an initial self-evaluation with video recording; viewing of a model presentation; a second presentation in a group and peer evaluation; and a second self-assessment. Two types of survey questionnaires were used: a self-evaluation checklist and a questionnaire on workshop satisfaction and confidence of presentation. RESULTS: Eighty-three percent of the students recognized the importance of presentation skills. There were significant differences in 3 factors of self-evaluation-constructing contents, utilizing audio-visual media, and delivery skills- but not with regard to understanding content. In the post workshop satisfaction survey, participants reported that the workshop was helpful in improving their own presentation skills. They also stated that presentation in a group, peer feedback, and video analysis of the recording were helpful. After the workshop, students claimed that their confidence scores in utilizing audio-visual media were the highest. CONCLUSION: Medical students realize the importance of presentation skills training and workshops in increasing presentation skills and improving confidence in presenting. Video analysis and feedback of each participant's presentation within the group was effective in upgrading the student's presentation skills.