A triangulated approach to the assessment of teaching in childhood epilepsy.
BACKGROUND
A comprehensive methodology is needed to assess student teaching. The present study employed a triangulated approach evaluating participant perceptions of learning, critical reflection by the lecturer and peer observation to measure confidence, interest and usefulness of the subject matter.


METHODS
Using an interactive lecturing style, seven teaching sessions were delivered to medical students and junior doctors. Rating scales, open-ended questions and focus group discussions evaluated participant perceptions. Critical reflections and observations were made by the lecturer and independent learning consultants.


RESULTS
Seventy per cent of participants rated the lecture on the highest scale for usefulness and interest. There was a significant post-lecture increase in clinical confidence in seizure identification (p < 0.0005). Open-ended questions showed that videos were most useful (81/149) and interesting (109/149), and that the presentation of the syndromal classification provided a useful approach (114/149). Focus group discussion, lecturer and peer observation cross-validated these findings and highlighted the importance of expert commentary to the videos and the clinical relevance of material.
Bye
Ann M E
AM
University of New South Wales, Sydney, Australia. a.bye@unsw.edu.au
Connolly
Anne M
AM
Netherton
Clare
C
Looker
Peter
P
Burgess
Annette
A
Lonergan
Amy
A
D000328:Adult; D002648:Child; D004501:Education, Medical; D004504:Education, Medical, Undergraduate; D004827:Epilepsy / Q000175:diagnosis; D005260:Female; D017144:Focus Groups; D006801:Humans; D008297:Male; D010379:Peer Group; D010820:Physicians; D013337:Students, Medical; D013663:Teaching / Q000592:standards*; D014741:Video Recording