Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education
BACKGROUND There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the fie...
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| Published in | Journal of hospital medicine Vol. 10; no. 9; pp. 569 - 573 |
|---|---|
| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
United States
Blackwell Publishing Ltd
01.09.2015
Frontline Medical Communications |
| Subjects | |
| Online Access | Get full text |
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| Abstract | BACKGROUND
There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM.
DESIGN/SETTING
This was a cross‐sectional study of participants and didactic presentations from a national HM CME course in 2014.
MEASUREMENTS
Participants provided CME teaching effectiveness (CMETE) ratings using an instrument with known validity evidence. Overall CMETE scores (5‐point scale: 1 = strongly disagree; 5 = strongly agree) were averaged for each presentation, and associations between scores and presentation characteristics were determined using the Kruskal‐Wallis test. The threshold for statistical significance was set at P < 0.05.
RESULTS
A total of 277 out of 368 participants (75.3%) completed evaluations for the 32 presentations. CMETE scores (mean [standard deviation]) were significantly associated with the use of audience response (4.64 [0.16]) versus no audience response (4.49 [0.16]; P = 0.01), longer presentations (≥30 minutes: 4.67 [0.13] vs <30 minutes: 4.51 [0.18]; P = 0.02), and larger number of slides (≥50: 4.66 [0.17] vs <50: 4.55 [0.17]; P = 0.04). There were no significant associations between CMETE scores and use of clinical cases, defined goals, or summary slides.
CONCLUSIONS
To our knowledge, this is the first study regarding associations between validated teaching effectiveness scores and characteristics of effective CME presentations in HM. Our findings, which support previous research in other fields, indicate that CME presentations may be improved by increasing interactivity through the use of audience response systems and allowing longer presentations. Journal of Hospital Medicine 2015;10:569–573. © 2015 Society of Hospital Medicine |
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| AbstractList | There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM.
This was a cross-sectional study of participants and didactic presentations from a national HM CME course in 2014.
Participants provided CME teaching effectiveness (CMETE) ratings using an instrument with known validity evidence. Overall CMETE scores (5-point scale: 1 = strongly disagree; 5 = strongly agree) were averaged for each presentation, and associations between scores and presentation characteristics were determined using the Kruskal-Wallis test. The threshold for statistical significance was set at P < 0.05.
A total of 277 out of 368 participants (75.3%) completed evaluations for the 32 presentations. CMETE scores (mean [standard deviation]) were significantly associated with the use of audience response (4.64 [0.16]) versus no audience response (4.49 [0.16]; P = 0.01), longer presentations (≥30 minutes: 4.67 [0.13] vs <30 minutes: 4.51 [0.18]; P = 0.02), and larger number of slides (≥50: 4.66 [0.17] vs <50: 4.55 [0.17]; P = 0.04). There were no significant associations between CMETE scores and use of clinical cases, defined goals, or summary slides.
To our knowledge, this is the first study regarding associations between validated teaching effectiveness scores and characteristics of effective CME presentations in HM. Our findings, which support previous research in other fields, indicate that CME presentations may be improved by increasing interactivity through the use of audience response systems and allowing longer presentations. BACKGROUND There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM. DESIGN/SETTING This was a cross-sectional study of participants and didactic presentations from a national HM CME course in 2014. MEASUREMENTS Participants provided CME teaching effectiveness (CMETE) ratings using an instrument with known validity evidence. Overall CMETE scores (5-point scale: 1=strongly disagree; 5=strongly agree) were averaged for each presentation, and associations between scores and presentation characteristics were determined using the Kruskal-Wallis test. The threshold for statistical significance was set at P<0.05. RESULTS A total of 277 out of 368 participants (75.3%) completed evaluations for the 32 presentations. CMETE scores (mean [standard deviation]) were significantly associated with the use of audience response (4.64 [0.16]) versus no audience response (4.49 [0.16]; P=0.01), longer presentations (≥30 minutes: 4.67 [0.13] vs <30 minutes: 4.51 [0.18]; P=0.02), and larger number of slides (≥50: 4.66 [0.17] vs <50: 4.55 [0.17]; P=0.04). There were no significant associations between CMETE scores and use of clinical cases, defined goals, or summary slides. CONCLUSIONS To our knowledge, this is the first study regarding associations between validated teaching effectiveness scores and characteristics of effective CME presentations in HM. Our findings, which support previous research in other fields, indicate that CME presentations may be improved by increasing interactivity through the use of audience response systems and allowing longer presentations. Journal of Hospital Medicine 2015;10:569-573. © 2015 Society of Hospital Medicine BACKGROUND There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM. DESIGN/SETTING This was a cross‐sectional study of participants and didactic presentations from a national HM CME course in 2014. MEASUREMENTS Participants provided CME teaching effectiveness (CMETE) ratings using an instrument with known validity evidence. Overall CMETE scores (5‐point scale: 1 = strongly disagree; 5 = strongly agree) were averaged for each presentation, and associations between scores and presentation characteristics were determined using the Kruskal‐Wallis test. The threshold for statistical significance was set at P < 0.05. RESULTS A total of 277 out of 368 participants (75.3%) completed evaluations for the 32 presentations. CMETE scores (mean [standard deviation]) were significantly associated with the use of audience response (4.64 [0.16]) versus no audience response (4.49 [0.16]; P = 0.01), longer presentations (≥30 minutes: 4.67 [0.13] vs <30 minutes: 4.51 [0.18]; P = 0.02), and larger number of slides (≥50: 4.66 [0.17] vs <50: 4.55 [0.17]; P = 0.04). There were no significant associations between CMETE scores and use of clinical cases, defined goals, or summary slides. CONCLUSIONS To our knowledge, this is the first study regarding associations between validated teaching effectiveness scores and characteristics of effective CME presentations in HM. Our findings, which support previous research in other fields, indicate that CME presentations may be improved by increasing interactivity through the use of audience response systems and allowing longer presentations. Journal of Hospital Medicine 2015;10:569–573. © 2015 Society of Hospital Medicine BACKGROUNDThere is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM.DESIGN/SETTINGThis was a cross-sectional study of participants and didactic presentations from a national HM CME course in 2014.MEASUREMENTSParticipants provided CME teaching effectiveness (CMETE) ratings using an instrument with known validity evidence. Overall CMETE scores (5-point scale: 1 = strongly disagree; 5 = strongly agree) were averaged for each presentation, and associations between scores and presentation characteristics were determined using the Kruskal-Wallis test. The threshold for statistical significance was set at P < 0.05.RESULTSA total of 277 out of 368 participants (75.3%) completed evaluations for the 32 presentations. CMETE scores (mean [standard deviation]) were significantly associated with the use of audience response (4.64 [0.16]) versus no audience response (4.49 [0.16]; P = 0.01), longer presentations (≥30 minutes: 4.67 [0.13] vs <30 minutes: 4.51 [0.18]; P = 0.02), and larger number of slides (≥50: 4.66 [0.17] vs <50: 4.55 [0.17]; P = 0.04). There were no significant associations between CMETE scores and use of clinical cases, defined goals, or summary slides.CONCLUSIONSTo our knowledge, this is the first study regarding associations between validated teaching effectiveness scores and characteristics of effective CME presentations in HM. Our findings, which support previous research in other fields, indicate that CME presentations may be improved by increasing interactivity through the use of audience response systems and allowing longer presentations. BACKGROUND There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM. DESIGN/SETTING This was a cross‐sectional study of participants and didactic presentations from a national HM CME course in 2014. MEASUREMENTS Participants provided CME teaching effectiveness (CMETE) ratings using an instrument with known validity evidence. Overall CMETE scores (5‐point scale: 1 = strongly disagree; 5 = strongly agree) were averaged for each presentation, and associations between scores and presentation characteristics were determined using the Kruskal‐Wallis test. The threshold for statistical significance was set at P < 0.05. RESULTS A total of 277 out of 368 participants (75.3%) completed evaluations for the 32 presentations. CMETE scores (mean [standard deviation]) were significantly associated with the use of audience response (4.64 [0.16]) versus no audience response (4.49 [0.16]; P = 0.01), longer presentations (≥30 minutes: 4.67 [0.13] vs <30 minutes: 4.51 [0.18]; P = 0.02), and larger number of slides (≥50: 4.66 [0.17] vs <50: 4.55 [0.17]; P = 0.04). There were no significant associations between CMETE scores and use of clinical cases, defined goals, or summary slides. CONCLUSIONS To our knowledge, this is the first study regarding associations between validated teaching effectiveness scores and characteristics of effective CME presentations in HM. Our findings, which support previous research in other fields, indicate that CME presentations may be improved by increasing interactivity through the use of audience response systems and allowing longer presentations. Journal of Hospital Medicine 2015;10:569–573. © 2015 Society of Hospital Medicine |
| Author | Ratelle, John T. Newman, James S. Jenkins, Sarah M. Wittich, Christopher M. Yu, Roger C. Beckman, Thomas J. |
| Author_xml | – sequence: 1 givenname: John T. surname: Ratelle fullname: Ratelle, John T. email: ratelle.john@mayo.edu organization: Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Minnesota, Rochester – sequence: 2 givenname: Christopher M. surname: Wittich fullname: Wittich, Christopher M. organization: Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Minnesota, Rochester – sequence: 3 givenname: Roger C. surname: Yu fullname: Yu, Roger C. organization: Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Minnesota, Rochester – sequence: 4 givenname: James S. surname: Newman fullname: Newman, James S. organization: Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Minnesota, Rochester – sequence: 5 givenname: Sarah M. surname: Jenkins fullname: Jenkins, Sarah M. organization: Division of Biomedical Statistics and Informatics, Department of Health Sciences Research, Mayo Clinic, Minnesota, Rochester – sequence: 6 givenname: Thomas J. surname: Beckman fullname: Beckman, Thomas J. organization: Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Minnesota, Rochester |
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| CitedBy_id | crossref_primary_10_1097_CEH_0000000000000162 crossref_primary_10_1080_10401334_2020_1779070 crossref_primary_10_34172_rdme_2020_002 crossref_primary_10_1016_j_hpe_2018_03_010 crossref_primary_10_1007_s40596_017_0763_8 crossref_primary_10_1097_JPA_0000000000000285 crossref_primary_10_1080_0142159X_2016_1230664 crossref_primary_10_15171_rdme_2019_009 crossref_primary_10_1080_0142159X_2017_1301655 crossref_primary_10_1111_medu_14996 |
| Cites_doi | 10.1097/ACM.0b013e31824d4d5f 10.1525/ae.2004.31.4.475 10.7326/0003-4819-130-4-199902161-00003 10.1080/01421590802108323 10.1056/NEJM199608153350713 10.1002/jhm.6 10.1097/01.NPR.0000317480.27544.66 10.1007/s11606-011-1780-z 10.1002/jhm.2231 10.1002/chp.20001 10.1046/j.1525-1497.2000.06439.x 10.1002/jhm.2111 10.1002/jhm.2162 10.1002/chp.121 10.1002/chp.1340230208 10.1016/j.jacr.2004.10.005 10.1080/01421590701291469 10.1187/cbe.06-12-0205 10.1007/s10459-008-9117-3 10.1016/j.mayocp.2012.11.014 10.1046/j.1365-2923.2001.00913.x 10.1016/S0025-6196(11)60543-0 10.1002/jhm.7 10.5688/aj720477 10.1002/chp.88 10.1007/s11606-011-1894-3 10.1001/jama.298.9.1002 |
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There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM).... There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we... BACKGROUND There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM).... BACKGROUNDThere is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM).... |
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| SubjectTerms | Adult Aged Audiences Classroom response systems Cross-Sectional Studies Education, Medical, Continuing Female Hospital Medicine - education Humans Male Medicine Middle Aged Surveys and Questionnaires Teacher evaluations Teaching - methods Time Factors Young Adult |
| Title | Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education |
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