Regression analyses of questionnaires in bedside teaching
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RESEARCH ARTICLE
Open Access
Regression analyses of questionnaires in bedside teaching Wolf Ramackers1* , Julia Victoria Stupak2, Indra Louisa Marcheel2, Annette Tuffs2, Harald Schrem3, Volkhard Fischer4 and Jan Beneke2
Abstract Background: Students’ ratings of bedside teaching courses are difficult to evaluate and to comprehend. Validated systematic analyses of influences on students’ perception and valuation of bedside teaching can serve as the basis for targeted improvements. Methods: Six hundred seventy-two observations were conducted in different surgical departments. Survey items covered the categories teacher’s performance, student’s self-perception and organizational structures. Relevant factors for the student overall rating were identified by multivariable linear regression after exclusion of variable correlations > 0.500. The main target for intervention was identified by the 15% worst overall ratings via multivariable logistic regression. Results: According to the students the success of bedside teaching depended on their active participation and the teacher’s explanations of pathophysiology. Further items are both relevant to the overall rating and a possible negative perception of the session. In comparison, negative perception of courses (worst 15%) is influenced by fewer variables than overall rating. Variables that appear in both calculations show slight differences in their weighing for their respective endpoints. Conclusion: Relevant factors for overall rating and negative perception in bedside teaching can be identified by regression analyses of survey data. Analyses provide the basis for targeted improvement. Keywords: Student evaluation, Student survey, Multivariable regression, Bedside teaching, Quality management
Background The quality of clinical teaching is fundamental for the proficient education of future physicians. Bedside teaching, where students learn essential skills under the supervision of experienced clinicians, is a central part of clinical teaching [1–3]. Bedside teaching is a patientcentered part of medical training involving case discussions and instructions in clinical skills with real patients. Basic medical skills like history taking and physical examination are often trained in skills labs and with * Correspondence: [email protected] 1 General, Visceral and Transplant Surgery, Hannover Medical School, Hannover, Germany Full list of author information is available at the end of the article
actor patients [4, 5]. Furthermore, bedside teaching provides additional valuable experience by learning important practical skills under professional supervision [1, 2]. Diagnostic abilities can be enhanced [6].. Recent studies have underlined the relevance of bedside teaching as teaching method despite the boom of other learning formats like e-learning [3]. As professional medical educators we strive to excel at clinical teaching. Bedside teaching strongly benefits from a good teaching climate, clear structures and adaptation to learners’ levels of skills and expertise
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