Abstracts

Changing clinical practice, increasing demands on academic staff, and advances in information technology that alter student learning practices present serious challenges to medical teaching. These factors demand exploration of current teaching approaches to ensure desired outcomes of learning are achieved. The present study investigated learner perceptions of interest, clinical confidence and usefulness of lecture content in the teaching of childhood epilepsy., The presentation of the lecture was modelled on an interactive lecturing approach utilizing open questioning, illustration of history taking with clinical cases, simulations, role plays and video. Seven lectures to fifth year medical students (n=113) and junior doctors (n=36) were evaluated using pre- and post-lecture rating scales, open-ended questions and focus group discussions. Critical reflection by the lecturer and observational data by independent learning consultants were also collected., There were significant pre- to post-lecture increases in interest in the topic of childhood epilepsy (p=0.001), and clinical confidence in recognizing a seizure (p[lt]0.0005). Females demonstrated a larger mean increase in interest following the lecture (p= 0.014). Local participants (p=0.031) and junior doctors (p=0.001) found the lecture content more interesting. Seventy percent of participants found the lecture very useful in assisting learning. Participants who completed their previous education in Australia (p=0.043) and junior doctors (p=0.001) found the lecture more useful. Open-ended questions and focus group discussion showed that videos were the most useful tool. A structured approach to the classification of epilepsy and the interactive commentary provided by the lecturer were also helpful. Lecturer reflection and peer observation supported participant data., The outcome measures of interest, clinical confidence and usefulness are key components in learning evaluation and important parameters that influence student perceptions of medical training. The use of video and a structured approach to teaching childhood epilepsy within an interactive lecturing format promoted interest, clinical confidence and usefulness of the lecture content in assisting learning. Determining what teaching approach is effective in achieving optimal outcomes in these three domains has broad implications for medical training beyond the topic of childhood epilepsy.,