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Table 1 Summary of the positive feedback taken from the students’ online open-ended questions term evaluation

From: Student-perceived exam difficulty may trump the effects of different quality improvement measures regarding the students’ evaluation of a pediatric lecture series

Positive feedback from the student’s online evaluation

 

ST 15

N = 90

WT 15/16

N = 86

WT 16/17

N = 97

  

n = 27 (30%)

 

n = 24 (30%)

 

n = 33 (34%)

  

Items = 48

 

Items = 45

 

Items = 34

Exam

 single choice instead multiple choice

2

4%

0

0%

0

0%

exam procedure/organization

1

2%

0

0%

0

0%

 fair questions

1

2%

6

13%

1

3%

 elaborate questions

1

2%

0

0%

0

0%

Lecture

 live patient presentations

12

25%

12

27%

7

21%

 instructive case examples

2

4%

2

4%

1

3%

 MC questions via ARS during lecture

1

2%

0

0%

0

0%

 well structured powerpoint slides

2

4%

2

4%

4

12%

 lecturer preparation

1

2%

1

2%

3

9%

Likes of specific lectures

 Cardiology

11

23%

5

11%

5

15%

 Oncology

2

4%

4

9%

2

6%

 Pulmonology

2

4%

1

2%

1

3%

 Neonatology

1

2%

2

4%

1

3%

 Endocrinology

2

4%

1

2%

0

0%

 Neurology

3

6%

0

0%

1

3%

 Infectiology

0

0%

2

4%

0

0%

 General pediatrics

1

2%

2

4%

2

6%

General aspects

 variation of different topics

1

2%

0

0%

1

3%

 script (only neurology)

2

4%

2

4%

3

9%

 relevance for professional practice

0

0%

3

7%

2

6%

  1. Comparison between summer term 15 (ST 15), winter term 15/16 (WT 15/16), and WT 16/17. N = number of students participating in the evaluation, n = number of positive comments, Items = number of items within positive statements, i.e. one statement could contain several items e.g. regarding “exam” and “likes of specific lectures”