Table 2 Importance of the questioning technique during classes and the expected effects of the questioning technique
From: Analysis of questioning technique during classes in medical education
Description | Item | Number | % |
|---|---|---|---|
Importance of questioning technique during classes | |||
Very important, | 10 | 30.3 | |
Important | 18 | 54.5 | |
So-so | 5 | 15.2 | |
Not important | 0 | 0.0 | |
Not important at all | 0 | 0.0 | |
Positive functions for students’ participation in class | |||
Very positive | 10 | 30.3 | |
Positive | 21 | 63.6 | |
So-so | 2 | 6.1 | |
Not positive | 0 | 0.0 | |
Not positive at all | 0 | 0.0 | |
Concentration on class | |||
Very positive | 8 | 24.2 | |
Positive | 22 | 66.7 | |
So-so | 3 | 9.1 | |
Not positive | 0 | 0.0 | |
Not positive at all | 0 | 0.0 | |
Understanding of class contents | |||
Very positive | 11 | 33.3 | |
Positive | 15 | 45.5 | |
So-so | 7 | 21.2 | |
Not positive | 0 | 0.0 | |
Not positive at all | 0 | 0.0 | |
Creating a comfortable atmosphere for students to ask questions | |||
Very positive | 1 | 3.0 | |
Positive | 14 | 42.4 | |
So-so | 16 | 48.5 | |
Not positive | 2 | 6.1 | |
Not positive at all | 0 | 0.0 | |