Theme | Subtheme | Number of mentions | Example of feedback | |
---|---|---|---|---|
CT | BL | |||
Lecture time | Too long | 5 | 14 | “Lectures were too long. They should have been broken up into 3 or 4 shorter sessions” |
Too short | 15 | 6 | “I did not like the fact that we had to learn such a crucial skill in such a short amount of time” | |
Too few | 10 | 5 | “Sporadic”, “Too few” | |
End of day | 2 | 4 | “Time slots in afternoon for ECG teaching can be tiring and I tended to lose focus at times during the teaching” | |
Too late in clerkship | 0 | 4 | “I would have loved to have had [ECG teaching] earlier during the rotation” | |
Method of instruction | Content overload | 5 | 8 | “Too much information was covered in one go, therefore making it difficult to digest the information given” |
Lack of opportunity to practice in class | 8 | 1 | “The information was not retained because we couldn’t practice” | |
Focus on summative assessment | 1 | 0 | “ECG teaching at the moment is very much for exam and test purposes” | |
Material not available for preparation | 2 | 1 | “Although it would have been more helpful if we had access to the notes before and after in order to read up beforehand” | |
Large group instruction | 3 | 0 | “There were too many of us present” | |
Lecturer attributes | Lecturer failed to gauge if students understood content | 3 | 0 | “Probing for understanding was not done in class” |
Student attributes | Afraid of participation in front of peers | 4 | 0 | “Sometimes you are scared to ask questions because you don’t know how to phrase your confusion” |
Attrition of knowledge | 4 | 0 | “At the time, they made sense, but I forgot many things” |