An Objective Evaluation and Analysis of the Ability to Generate and to Ask Questions Regarding Presentations 〜A Survey Involving 1st-Year Medical and Pharmacy Students of FY 2018〜

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  • 発表内容から疑問点を抽出する能力と質問を行う能力の客観的評価と解析　～2018 年度の本学医学部1 年生と薬学部1 年生に対する調査～
  • ハッピョウ ナイヨウ カラ ギモンテン オ チュウシュツ スル ノウリョク ト シツモン オ オコナウ ノウリョク ノ キャッカンテキ ヒョウカ ト カイセキ : 2018ネンド ノ ホンガク イガクブ 1ネンセイ ト ヤクガクブ 1ネンセイ ニ タイスル チョウサ

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Abstract

It is vital for learners to develop appropriate motivation and attitudes towards active learning in order to achieve higher educational effects. Instructors are, therefore, desired to have skills to evaluate the motivation and attitudes of active learning participants, and to teach them in an appropriate manner. Learning attitudes can be objectively evaluated by means of a checklist, as they are externalized; however, motivation for learning is an internal state, and so it is necessary to elicit learners’ thoughts to evaluate objectively. Involving 1st-year medical and pharmacy students who participated in the presentation on the FY 2018 early stage on-site training, we objectively evaluated and analyzed questions generated by them regarding presentations, with the aim of promoting the educational quality of active learning. as the results, no significant difference was observed in the ability to generate questions regarding presentations between medical and pharmacy students. on the other hand, the percentage of students who asked questions to the speaker was approximately 3 times higher in medical than pharmacy students, showing a significant difference. In addition, the mean number of inquiries to the speaker was approximately 2 times higher in medical than pharmacy students, showing a significant difference. although the above results showed no difference in the ability to generate issues between medical and pharmacy students of this year, medical students more actively asked questions for clarification.

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