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Abstract
Surgical teaching faculty at an urban teaching hospital were studied in terms of the numbers of questions asked of third-year medical students in the classroom. Forty lectures were studied. The number of questions addressed to students by the teachers were counted, Following the lectures, students were asked to record their opinion. Student achievement on multiple-choice questions on topics of faculty who asked many versus no questions were compared in a post hoe analysis of the surgery final examination. The number of questions asked per lecture ranged from 0 to 72 (mean = 20, SD = 21). Ten faculty (26%) did not ask questions. Students rated faculty who asked questions to be more stimulating than those who did not. No significant differences in achievement were found on test items of faculty who asked a high frequency of questions when compared with those who did not question. Our data suggest that faculty who involved students in their lectures through the use of questions were perceived more favourably by students than those who did not.
Tell me, and I'll listen.
Show me, and I'll understand.
Involve me, and I'll learn.
(Lakota Indian Saying)