Resident Assessment of Clinician Educators According to Core ACGME Competencies.

BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) requires faculty to pursue annual development to enhance their teaching skills. Few studies exist on how to identify and improve the quality of teaching provided by faculty educators. Understanding the correlation between numeric scores assigned to faculty educators and their tangible, practical teaching skills would be beneficial. OBJECTIVE: This study aimed to identify and describe qualities that differentiate numerically highly rated and low-rated physician educators. DESIGN: This observational mixed-methods study evaluated attending physician educators between July 1, 2015, and June 30, 2021. Quantitative analysis involved descriptive statistics, normalization of scores, and stratification of faculty into tertiles based on a summary score. We compared the highest and lowest tertiles during qualitative analyses of residents' comments. PARTICIPANTS: Twenty-five attending physicians and 111 residents in an internal medicine residency program. MAIN MEASURES: Resident evaluations of faculty educators, including 724 individual assessments of faculty educators on 15 variables related to the ACGME core competencies. KEY RESULTS: Quantitative analyses revealed variation in attending physician educators' performance across the ACGME core competencies. The highest-rated teaching qualities were interpersonal and communication skills, medical knowledge, and professionalism, while the lowest-rated teaching quality was systems-based practice. Qualitative analyses identified themes distinguishing high-quality from low-quality attending physician educators, such as balancing autonomy and supervision, role modeling, engagement, availability, compassion, and excellent teaching. CONCLUSIONS: This study provides insights into areas where attending physicians' educational strategies can be improved, emphasizing the importance of role modeling and effective communication. Ongoing efforts are needed to enhance the quality of faculty educators and resident education in internal medicine residency programs.

Finding the Needle in the Haystack: Can Natural Language Processing of Students' Evaluations of Teachers Identify Teaching Concerns?

BACKGROUND: Institutions rely on student evaluations of teaching (SET) to ascertain teaching quality. Manual review of narrative comments can identify faculty with teaching concerns but can be resource and time-intensive. AIM: To determine if natural language processing (NLP) of SET comments completed by learners on clinical rotations can identify teaching quality concerns. SETTING AND PARTICIPANTS: Single institution retrospective cohort analysis of SET (n = 11,850) from clinical rotations between July 1, 2017, and June 30, 2018. PROGRAM DESCRIPTION: The performance of three NLP dictionaries created by the research team was compared to an off-the-shelf Sentiment Dictionary. PROGRAM EVALUATION: The Expert Dictionary had an accuracy of 0.90, a precision of 0.62, and a recall of 0.50. The Qualifier Dictionary had lower accuracy (0.65) and precision (0.16) but similar recall (0.67). The Text Mining Dictionary had an accuracy of 0.78 and a recall of 0.24. The Sentiment plus Qualifier Dictionary had good accuracy (0.86) and recall (0.77) with a precision of 0.37. DISCUSSION: NLP methods can identify teaching quality concerns with good accuracy and reasonable recall, but relatively low precision. An existing, free, NLP sentiment analysis dictionary can perform nearly as well as dictionaries requiring expert coding or manual creation.

Impact of clinical clerkship integrated with clinical ladder on attending physicians' teaching self-efficacy.

BACKGROUND: Self-efficacy plays an important role in enhancing the teaching capabilities of attending physicians (APs). The clinical ladder (CL) is an educational approach developed in the field of nursing education that increases difficulty in an incremental manner. However, no previous study has confirmed the effectiveness of CL in medical education. Therefore, this study aimed to examine the effect of clinical clerkship integrated with clinical ladder (CC-CL) on the self-efficacy of APs. METHODS: Sixth-year medical students participated in CC-CL for 6 months starting from April 2023, and the changes in the self-efficacy of APs were retrospectively evaluated. The students were trained by the APs concurrently, and the achievement levels of each student were shared. The primary outcome measure was the physician teaching self-efficacy questionnaire (PTSQ) score. The PTSQ scores before and after CC-CL were analyzed using the Wilcoxon matched-pair signed-rank test. RESULTS: Fifteen APs from the Department of Pediatric and Child Neurology were included in this study. No significant difference was observed in the total PTSQ scores of the APs before and after CC-CL. However, a significant increase was observed in the PTSQ score of APs who participated for at least 2 h per week over a period of more than 3 months (n = 8) after CC-CL (p = 0.022). Furthermore, APs who had received their pediatrician certification < 10 years ago (n = 8) showed a significant increase in the total PTSQ score after CC-CL (p = 0.022). CONCLUSIONS: CC-CL may play an important role in cultivating the self-efficacy of less experienced APs. Further comparative studies must be conducted in the future to validate the findings of this study.

Constructing an evaluation index system for clinical nursing practice teaching quality using a Delphi method and analytic hierarchy process-based approach.

BACKGROUND: The key step in evaluating the quality of clinical nursing practice education lies in establishing a scientific, objective, and feasible index system. Current assessments of clinical teaching typically measure hospital learning environments, classroom teaching, teaching competency, or the internship quality of nursing students. As a result, clinical evaluations are often insufficient to provide focused feedback, guide faculty development, or identify specific areas for clinical teachers to implement change and improvement. Therefore, the purpose of our study was to to construct a scientific, systematic, and clinically applicable evaluation index system of clinical nursing practice teaching quality and determine each indicator's weight to provide references for the scientific and objective evaluation of clinical nursing practice teaching quality. METHODS: Based on the "Structure-Process-Outcome" theoretical model, a literature review and Delphi surveys were conducted to establish the evaluation index system of clinical nursing practice teaching quality. Analytic Hierarchy Process (AHP) was employed to determine the weight of each indicator. RESULTS: The effective response rate for the two rounds of expert surveys was 100%. The expert authority coefficients were 0.961 and 0.975, respectively. The coefficient of variation for the indicators at each level ranged from 0 to 0.25 and 0 to 0.21, and the Kendall harmony coefficients were 0.209 and 0.135, respectively, with statistically significant differences (P < 0.001). The final established index system included 3 first-level, 10 second-level, and 29 third-level indicators. According to the weights computed by the AHP, first-level indicators were ranked as "Process quality" (39.81%), "Structure quality" (36.67%), and "Outcome quality" (23.52%). Among the secondary indicators, experts paid the most attention to "Teaching staff" (23.68%), "Implementation of teaching rules and regulations (14.14%), and "Teaching plans" (13.20%). The top three third-level indicators were "Level of teaching staff" (12.62%), "Structure of teaching staff" (11.06%), and "Implementation of the management system for teaching objects" (7.54%). CONCLUSION: The constructed evaluation index system of clinical nursing practice teaching quality is scientific and reliable, with reasonable weight. The managers' focus has shifted from outcome-oriented to process-oriented approaches, and more focus on teaching team construction, teaching regulations implementation, and teaching design is needed to improve clinical teaching quality.

Teacher self-efficacy and teaching quality: A three-wave longitudinal investigation.

Self-efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self-efficacy beliefs. Likewise, teacher self-efficacy is proposed to shape teaching quality which, in turn, informs future teacher self-efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three-wave longitudinal design to examine the predictive effects of teacher self-efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self-efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self-reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self-efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self-efficacy may show fruitful in raising overall teaching effectiveness.

Development and validation of a questionnaire on problem-based learning to evaluate facilitation by the tutor and the student group.

BACKGROUND: The study objective was to develop and validate a questionnaire to capture facilitation activities in PBL by the tutor and the group with reference to a theoretical model of teaching quality. METHODS: We developed 19 items assigned to six factors to evaluate collaborative learning processes in relation to facilitation by the tutor and the student PBL group. We analysed construct and criterion validity in 419 undergraduate medical students in 152 online PBL groups. RESULTS: Construct validity was confirmed based on factor dimensionality in line with the theoretical assumptions as well as satisfactory internal reliabilities and intraclass correlation coefficients. Criterion validity was supported by the correlation of a) tutor facilitation activities with the success of group self-facilitation and b) facilitation activities with learning gain and satisfaction in the PBL sessions. DISCUSSION: The questionnaire provides a more comprehensive understanding of collaborative learning processes in PBL and the interplay between facilitation activities by the tutor and the group.

[From 0 to 1: Taking the First Step in English-Medium Instruction].

Teaching in English (aka English as a medium of instruction [EMI]) presents a significant challenge for many university instructors. This is particularly true for those who have never taught an EMI course before, as they may feel confused, anxious, and unsure how to start. Beyond the challenge of the language itself, the pressure of conveying specialized knowledge in a non-native language and ensuring student comprehension are major sources of stress. This article was developed to share and explore the approach and experience of a field instructor teaching his first EMI course in STEM (science, technology, engineering, and mathematics). In the article, the anxieties and worries that may arise prior to starting the course and strategies that may be used to overcome these are discussed. In addition, measures that teachers may use to effectively manage classes and ensure student understanding during the course and to continually enhance teaching quality are addressed. We hope this article can help those interested in or required to teach EMI courses successfully take the first step and continue to improve with confidence, enhancing their teaching abilities.

How is modern bedside teaching structured? A video analysis of learning content, social and spatial structures.

BACKGROUND: Bedside teaching (BST) is an essential and traditional clinical teaching format. It has been subject to various impediments and has transformed over time. Besides a decrease in bedside time, there has also been a didactic diversification. In order to use time at the bedside effectively and understand the current design of BST, we here offer an evidence-based insight into how BST is practiced. This may serve as a basis for a refinement of its didactic design. METHODS: In the current study, we investigate the interrelationships between learning content and the social as well as spatial structures of BST. To this end, we have empirically analysed almost 80 hours of video material from a total of 36 BST sessions with good interrater reliability. RESULTS: BST lasted on average 125 min, most of which was spent in plenary and less than a third of the time at the patient's bedside. History taking was primarily practiced at the bedside while case presentations, clinical reasoning and theoretical knowledge were largely taught away from the patient. Clinical examination took place to a similar extent in the patient's room and in the theory room. CONCLUSIONS: Even though the filmed BSTs are not purely "bedside", the teaching format investigated here is a typical example of undergraduate medical education. In order to maximize the teaching time available, a suitable learning space should be provided in addition to the bedside. Moreover, the clinical examination should be revised in its general sequence prior to the BST, and conscious decisions should be made regarding the social structure so as to optimize the potential of small groups and plenary sessions.

[Online survey of the medical profession about knowledge of occupational diseases]. / Online-Befragung der Ärzteschaft zu Kenntnissen über Berufskrankheiten.

Background: Basic knowledge of occupational diseases is necessary for every physician. Occupational diseases must not be neglected. The aim of this survey was to sensitize physicians from various specialties regarding the topic of work-related illnesses and occupational diseases. The knowledge on this topic was to be evaluated. Furthermore, this online survey should be used for quality management of occupational medicine teaching as well as further education and training. Methods: In the period from 11/2014 to 5/2015, an online survey was conducted. Results: A total of 254 people answered the survey, which was registered in Saxony-Anhalt and 69.7% of the physicians were between 40-59 years old. Almost 1/4 of all respondents assessed their own level of knowledge on this topic as poor/insufficient. Half of the respondents reported inadequate/insufficient training on this topic during their studies or during residency training in their specialty. Of the respondents 91.1% partially or completely underestimated the importance of occupational health knowledge on this topic during their studies. Almost ¾ of the respondents had not yet taken advantage of any training courses on this topic during their professional activity. Conclusion: There are high professional and ethical requirements for physicians to recognize and report occupational diseases. Further training in occupational medicine on this subject should be offered more frequently and the presence of occupational medicine in medical studies at universities should be increased.

The national dental undergraduate clinical skills competition known as the Guanghua Cup: an innovative and effective program that promoted undergraduate dental education in China.

BACKGROUND: The National Dental Undergraduate Clinical Skills Competition known as the Guanghua Cup was held in Guangzhou, China, for three consecutive years from 2017 to 2019 to promote the clinical teaching of undergraduate dental education and to enhance communication among different universities. The present study aimed to introduce the organization, procedures, and consequences of the competition, in addition to analyzing the influences of competition on the reform of undergraduate dental education. METHODS: By analyzing the descriptive statistics of the Guanghua Cup, the competitions' organization, the participating students' performances, and the outcomes of competitions were analyzed. After distributing questionnaires to all participants of the 2nd and 3rd Cups, their attitudes towards the competition and their evaluation of the role of the competitions in promoting undergraduate dental education were analyzed. RESULTS: A total of 24 schools participated in the 3 competition years. The contents of the competitions covered cariology, endodontics, periodontology, prosthodontics, oral and maxillofacial surgery, dental anatomy, and first aid (e.g., operative skills and theoretical knowledge). Compared with those of the 2nd Cup, the mean scores of the operative skills significantly improved in the stations related to periodontology, prosthodontics, and dental anatomy (p < 0.05) in the 3rd Cup. In addition, 338 valid questionnaires were collected, for a response rate of 87.79 %. Overall, the participants spoke highly of the Guanghua Cup. Based on their self-perception and self-evaluation, the majority of interviewees agreed that the competition helped develop collegiality and teamwork among the participating students, improved the students' clinical skills and promoted the improvement of teaching resources (e.g., purchasing and updating equipment, models or experimental materials). CONCLUSIONS: The competition enjoyed the widest coverage since it involved dental schools from all of the different geographical regions of China. Dental students could exhibit their clinical skills in a competitive environment and develop collegiality and teamwork. Future competitions should be optimized through their organization and contents. The education quality of the participating schools affected by such competition should be investigated in a more objective and comparable way.

Barriers to obtaining reliable results from evaluations of teaching quality in undergraduate medical education.

BACKGROUND: Medical education is characterized by numerous features that are different from other higher education programmes, and evaluations of teaching quality are an integral part of medical education. Although scholars have made extensive efforts to enhance the quality of teaching, various issues unrelated to teaching that interfere with the accuracy of evaluation results remain. The purpose of this study is to identify the barriers that prevent objective and reliable results from being obtained during the evaluation process. METHODS: This study used mixed methods (3 data sources) to collect opinions from different stakeholders. Based on purposive sampling, 16 experts familiar with teaching management and 12 s- and third-year students were invited to participate in interviews and discussions, respectively. Additionally, based on systematic random sampling, 74 teachers were invited to complete a questionnaire survey. All qualitative data were imported into NVivo software and analysed using thematic analysis in chronological order and based on grounded theory. Statistical analyses of the questionnaire results were conducted using SPSS software. RESULTS: Sixty-nine valid questionnaires (93.24%) were recovered. A total of 29 open codes were extracted, and 14 axial codes were summarized and divided into four selective codes: evaluation preparation, the index system, the operation process, and the consequences of evaluation. The main barriers to obtaining reliable evaluation results included inadequate attention, unreasonable weighting, poor teaching facilities, an index without pertinence and appropriate descriptions, bad time-points, incomplete information on the system, lagged feedback, and disappointing result application. Almost all participants suggested lowering the weight of students as subjects, with a weight of 50-60% being appropriate. Students showed dissatisfaction with evaluation software, and the participants disagreed over the definition of good teaching and the management of student attendance. CONCLUSIONS: This study reveals the difficulties and problems in current evaluations of teaching in medical education. Collecting data from multiple stakeholders helps in better understanding the evaluation process. Educators need to be aware of various issues that may affect the final results when designing the evaluation system and interpreting the results. More research on solutions to these problems and the development of a reasonable evaluation system is warranted.

Surgical patients' experiences of readiness for hospital discharge and perceived quality of discharge teaching in acute care hospitals.

AIMS AND OBJECTIVES: To examine the level of perception of the quality of discharge teaching and its associations with the readiness for hospital discharge among surgical patients in acute care hospitals. BACKGROUND: Discharge teaching is a primary strategy to facilitate patients' readiness for hospital discharge. The extent to which the surgical ward was perceived as providing patient-focused education when discharged has never been explored. Its impact on a patient's readiness is also unknown in the Indonesian context. DESIGN: A correlational descriptive study was used to collect data from four hospitals in Indonesia. METHODS: Ninety-six surgical patients who were in the discharge process enrolled in this study. The demographic form, the quality of discharge teaching scale (QDTS) and the readiness for hospital discharge scale (RHDS) were utilised for data collection. Data were collected from January-February 2018. Descriptive statistics and Spearman rank-order correlation were applied for data analysis. RESULTS: The discharge teaching quality was perceived as being at a low level. The readiness for hospital discharge was reported to be at a moderate level. Overall, the discharge teaching quality was not statistically associated with the patients' readiness. However, positive correlations were found in QDTS and RHDS subscales such as content received and delivery, knowledge, coping ability and expected support. Patient's readiness for hospital discharge was also greater for those who had a caregiver, a short hospital stay, a health insurance and occupation. CONCLUSIONS: Surgical patients perceived a low quality of discharge teaching, which may decrease their readiness for hospital discharge. RELEVANCE TO CLINICAL PRACTICE: This study provides baseline information reflecting the patient learning needs in discharge preparation to guide surgical nurses for improving the discharge teaching quality and enhancing the patients' readiness for hospital discharge.

[Success quotas in exercise questions in the discipline of rheumatology in preparation for the written state examination in German universities from 2012 to 2016 : Evaluation of the AMBOSS databank according to professorships in rheumatology with and without freedom of instruction in German universities]. / Erfolgsquote bei Übungsfragen zum Fach Rheumatologie zur Vorbereitung auf das schriftliche Staatsexamen an deutschen Hochschulen von 2012 bis 2016 : Auswertung der AMBOSS-Datenbank nach weisungsfreien und nicht-weisungsfreien rheumatologischen Lehrstühlen an deutschen Hochschulen.

The discipline rheumatology is underrepresented in German universities with only seven professorial chairs with freedom of instruction. The teaching positions with and without freedom of instruction are associated with a different quantity of teaching. The effect of the teaching position on the quality of teaching and on the training of medical students is unclear. In order to approach the answer to this question we have evaluated 2,610,217 examination questions from 32,166 students over a time period of 4 years according to location and freedom of instruction, which are documented on the teaching platform AMBOSS. In total, in the evaluated examination performance in the discipline of rheumatology, the majority of students just about achieved the grade of "sufficient". Locations with freedom of instruction had significantly better grades; however, these differences had no relevance with respect to the complete state examination. The examination pressure on German medical students to learn for the examination discipline of rheumatology can be estimated as rather low.

Entropy Value-Based Pursuit Projection Cluster for the Teaching Quality Evaluation with Interval Number.

The issue motivating the paper is the quantification of students' academic performance and learning achievement regarding teaching quality, under interval number condition, in order to establish a novel model for identifying, evaluating, and monitoring the major factors of the overall teaching quality. We propose a projection pursuit cluster evaluation model, with entropy value method on the model weights. The weights of the model can then be obtained under the traditional real number conditions after a simulation process by Monte Carlo for transforming interval number to real number. This approach can not only simplify the evaluation of the interval number indicators but also give the weight of each index objectively. This model is applied to 5 teacher data collected from a China college with 4 primary indicators and 15 secondary sub-indicators. Results from the proposed approach are compared with the ones obtained by two alternative evaluating methods. The analysis carried out has contributed to having a better understanding of the education processes in order to promote performance in teaching.

Classroom assignments as measures of teaching quality.

We investigate classroom assignments and resulting student work to identify important characteristics of assignments in terms of instructional quality and their validity as measures of teaching quality. We examine assignment quality within a large-scale project exploring multiple measures including classroom observations, teacher knowledge measures, and value-added estimates based on student achievement scores. Analyses included descriptive statistics, multivariate analyses to understand factors contributing to score variance, and correlational analyses exploring the relationship of assignment scores to other measures. Results indicate relatively low demand levels in all teacher assignments, a marked difference in score distributions for mathematics (math) and English language arts (ELA), and a substantial relationship between what was asked of and produced by students. Relationships between assignments scores, classroom characteristics, and other measures of teaching quality are examined for both domains. These findings help us understand the nature of and factors associated with assignment quality in terms of intellectual demand.

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators.

BACKGROUND: Being exposed to good teachers has been shown to enhance students' knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers' perceptions of students' skills, competencies and motivation on teaching quality. METHODS: Before the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students' ratings of teaching quality as the dependent variable and students' general interest in a subject as covariate. We explored potential associations between teachers' dispositions and their perceptions of students' competencies in a mixed-effects random intercept logistic regression. RESULTS: 94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students' rating of teaching quality. Teachers' perceptions of students' competencies and students' general interest in the lesson's subject were positively associated with students' rating of teaching quality. Physicians' perceptions of their students' competencies were significantly positively predicted by their teaching self-efficacy. CONCLUSIONS: Teaching quality might profit from teachers who are self-efficacious and able to detect their students' competencies. Students' general interest in a lesson's subject needs to be taken into account when they are asked to evaluate teaching quality.

Psychometric properties of the newly developed Physician Teaching Self-Efficacy Questionnaire (PTSQ).

BACKGROUND: High teaching quality and students' corresponding learning progress are the most important indicators of teachers' work performance. Theory and numerous empirical studies indicate that self-efficacy, a person's belief in her or his ability to accomplish a task, is an important predictor of work performance. Accordingly, it can be assumed that teaching self-efficacy also influences teaching performance and students' learning progress with regard to physicians who teach in undergraduate medical education. Therefore, the aim of this study was to develop and validate an instrument measuring clinical teaching self-efficacy in physicians. METHODS: We developed 16 items reflecting physicians' beliefs to provide high quality clinical teaching when facing regularly occurring critical teaching situations. These constitute the Physician Teaching Self-Efficacy Questionnaire (PTSQ). For its validation, we used data from a sample of 247 physicians from internal medicine and surgery at six German medical faculties. Regarding factorial validity, we performed exploratory structural equation modelling (ESEM) as well as confirmatory factor analysis (CFA). Regarding criterion validity, correlations with the scales of the Physician Teaching Motivation Questionnaire (PTMQ), teaching experience and perceived teaching involvement were calculated. Additionally, we conducted the same analyses with a short 6-item version. RESULTS: ESEM delivered evidence for a three-factor structure with a superordinate general factor, which was confirmed by local and global fit indicators in CFA (RMSEA = .055, TLI = .939, SRMR = .048, CFI = .948). We identified the following three subfactors: teaching self-efficacy with respect to self-regulation, dyadic regulation involving students, and triadic regulation involving students and patients. Internal consistencies indicated acceptable to excellent reliability for all scales (Cronbach's alpha = .77-.90). Theory-consistent correlations with the PTMQ scales, teaching experience, and teaching involvement confirmed criterion validity. Besides excellent global fit, the short version of the PTSQ also fulfilled all other validity criteria. CONCLUSIONS: The PTSQ is a valid instrument to assess physicians' clinical teaching self-efficacy. It could be used in faculty development programmes and for educational research. The short version could be used in situations that are time-critical for physicians in order to ensure high response rates.

Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions.

BACKGROUND: Prior research has documented the pervasive influence that peers can exert on adolescents' lives. However, knowledge on whether adolescents' perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking. METHOD: This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially. RESULTS: We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially. CONCLUSIONS: Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students' perceptions of instruction.

Position statement of the GMA committee "teaching evaluation".

The evaluation of teaching can be an essential driver for curriculum development. Instruments for teaching evaluation are not only used for the purpose of quality assurance but also in the context of medical education research. Therefore, they must meet the common requirements for reliability and validity. This position paper from the GMA Teaching Evaluation Committee discusses strategic and methodological aspects of evaluation in the context of undergraduate medical education and related courses; and formulates recommendations for the further development of evaluation. First, a four-step approach to the design and implementation of evaluations is presented, then methodological and practical aspects are discussed in more detail. The focus here is on target and confounding variables, survey instruments as well as aspects of implementation and data protection. Finally, possible consequences from evaluation data for the four dimensions of teaching quality (structural and procedural aspects, teachers and outcomes) are discussed.

From Tradition to Innovation: Analyzing Strategies and Support for Enhancing Badminton Course Teaching Quality through Educational Technology.

This study aims to explore the impact of Multimedia-Assisted Teaching (MAT) on the quality of physical education (PE) instruction in universities, with a particular focus on badminton courses. A quasi-experimental design was employed, including pre-tests and post-tests, involving two badminton classes at Ming Chuan University, with a total of 101 students. These two classes were assigned to an experimental group (using MAT) and a control group (traditional teaching methods). The research instrument used was the Physical Education Teaching Quality Scale (PETQ), which includes four factors: course content, teaching strategies, classroom management, and learning assessment. The results indicated that, compared to traditional teaching methods, the use of MAT significantly enhanced students' perception of the quality of PE instruction. The experimental group scored significantly higher than the control group across all scale factors, suggesting that MAT is more effective in capturing students' attention and improving learning outcomes. The conclusion suggests that MAT has significant advantages in improving the quality of physical education instruction. The integration of MAT enables more flexible lesson planning and enhances the learning process through the features of multimedia-assisted teaching. It is recommended that physical education teachers consider applying multimedia technologies to aid teaching, in order to increase student engagement and effectiveness.