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Table 1 Descriptive analyses and factor solution for the modified Likert items with three categories

From: Evaluation of large-group lectures in medicine – development of the SETMED-L (Student Evaluation of Teaching in MEDical Lectures) questionnaire

  Study 1 (n = 922) Study 2 (n = 2740) Factor solution
Item Mean (SD) Median Skew Kurtosis # imputed Ceiling % Floor % Mean (SD) Median Skew Kurtosis # imputed Ceiling % Floor % Cronbach’s alpha (if item removed) Factor loadings
Factor 1: core teaching skills                0,892  
 1) Session is well structured. 4,4 (0,81) 5 −1,3 1,44 7 55,1 0,4 4,3 (0,82) 4 -1,15 1,09 28 49,6 0,5 0,881 −0,493
 2) Provided learning materials enhance understanding. 4,4 (0,79) 5 −1,45 2,23 8 56 0,7 4,3 (0,84) 4 −1,26 1,49 49 50 0,8 0,879 −0,619
 3) Congruence between learning objectives and actual content. 4,3 (0,95) 5 −1,47 2,07 63 50,6 2,5 4,3 (0,87) 5 −1,54 2,66 128 51,3 1,8 0,884 −0,681
 4) Teacher behaves respectfully towards students. 4,7 (0,59) 5 −2,88 10,76 18 79 0,6 4,8 (0,5) 5 −3 11,78 25 82,7 0,2 0,886 −0,855
 5) Teacher comments students’ contributions and answers questions. 4,6 (0,74) 5 −2,04 4,99 49 67,7 0,9 4,6 (0,7) 5 −2,17 5,64 119 69,9 0,7 0,882 −0,698
 6) Goal communication 3,8 (1,35) 4 −0,87 −0,49 53 43,2 10,4 4,2 (1,1) 5 −1,3 0,89 138 51,8 3,9 0,897 −0,689
 7) Teacher enhances students’ interest in subject matter 3,9 (1,08) 4 −0,73 −0,33 131 38,1 2,2 3,8 (1,03) 4 −0,64 −0,25 42 31,6 2,2 0,877 −0,557
 8) Teacher elucidates logical connections 4,3 (0,85) 4 −1,26 1,66 15 49,2 1,1 4,2 (0,85) 4 −0,93 0,52 48 41,6 0,4 0,875 −0,694
 9) Use of examples relevant for practice 4,3 (0,92) 5 −1,36 1,36 20 56 1,2 4,2 (0,94) 4 −1,18 0,85 57 49,7 1,2 0,876 −0,798
 10) Teacher expresses him−/herself clearly 4,5 (0,76) 5 −1,92 3,92 21 67,3 0,6 4,5 (0,77) 5 −1,8 3,64 51 62,5 0,8 0,879 −0,818
Factor 2: student activation skills                0,807  
 11) Adequate balance between didactic teaching and student participation 3,7 (1,16) 4 −0,57 −0,55 13 30,7 4,8 3,6 (1,21) 4 −0,38 −0,88 62 28 5,3 NAa 0,677
 12) Teacher asks questions to check student learning outcome 3,6 (1,24) 4 −0,53 −0,8 31 32,2 6,3 3,2 (1,27) 3 −0,11 −1,03 109 19,7 10,6 NAa 0,934
Factor 3: student workload                0,872  
 13) Teaching pitched to the student level 4,4 (0,72) 5 −1,26 1,57 9 56 0,2 4,3 (0,76) 4 −1,14 1,4 21 48,3 0,3 NAa 0,916
 14) Amount of content covered is appropriate 4,3 (0,82) 5 −1,24 1,34 6 52,4 0,6 4,2 (0,93) 4 −1,15 1,09 26 43,2 1,6 NAa 0,946
  1. Oblimin rotation (only factor loadings ≥0.4 are reported). Original item wordings (German) and English translations can be found in the Additional file 1of this article
  2. a NA not available. For two item factors, Cronbach’s alpha if item removed could not be computed