1. How do medical students form impressions of the effectiveness of classroom teachers?
- Author
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Luke Rannelli, Mike Paget, Sylvain Coderre, Bruce Wright, Kevin McLaughlin, and Wayne Woloschuk
- Subjects
Faculty, Medical ,Students, Medical ,Medical psychology ,Teaching ,media_common.quotation_subject ,education ,Physical attractiveness ,Context (language use) ,General Medicine ,behavioral disciplines and activities ,Confidence interval ,Feedback ,Education ,Perception ,Humans ,Charisma ,Association (psychology) ,Psychology ,Social psychology ,Qualitative Research ,media_common ,Qualitative research - Abstract
Context Teaching effectiveness ratings (TERs) are used to provide feedback to teachers on their performance and to guide decisions on academic promotion. However, exactly how raters make decisions on teaching effectiveness is unclear. Objectives The objectives of this study were to identify variables that medical students appraise when rating the effectiveness of a classroom teacher, and to explore whether the relationships among these variables and TERs are modified by the physical attractiveness of the teacher. Methods We asked 48 Year 1 medical students to listen to 2-minute audio clips of 10 teachers and to describe their impressions of these teachers and rate their teaching effectiveness. During each clip, we displayed either an attractive or an unattractive photograph of an unrelated third party. We used qualitative analysis followed by factor analysis to identify the principal components of teaching effectiveness, and multiple linear regression to study the associations among these components, type of photograph displayed, and TER. Results We identified two principal components of teaching effectiveness: charisma and intellect. There was no association between rating of intellect and TER. Rating of charisma and the display of an attractive photograph were both positively associated with TER and a significant interaction between these two variables was apparent (p
- Published
- 2014