%0 Journal Article
%T Analysis of questioning technique during classes in medical education
%A Young Hye Cho
%A Sang Yeoup Lee
%A Dong Wook Jeong
%A Sun Ju Im
%A Eun Jung Choi
%A Sun Hee Lee
%A Sun Yong Baek
%A Yun Jin Kim
%A Jeong Gyu Lee
%A Yu Hyone Yi
%A Mi Jin Bae
%A So Jung Yune
%J BMC Medical Education
%D 2012
%I BioMed Central
%R 10.1186/1472-6920-12-39
%X Data on the perceptions of the questioning skills used during lectures was collected using a self£¿questionnaire for faculty members (N£¿=£¿33) during the second semester of 2008. The questionnaire consisted of 18 items covering the awareness and characteristics of questioning skills. Recorded video tapes were used to observe the faculty members¡¯ questioning skills.Most faculty members regarded the questioning technique during classes as being important and expected positive outcomes in terms of the students¡¯ participation in class, concentration in class and understanding of the class contents. In the 99 classes analyzed, the median number of questions per class was 1 (0¨C29). Among them, 40 classes (40.4£¿%) did not use questioning techniques. The frequency of questioning per lecture was similar regardless of the faculty members¡¯ perception. On the other hand, the faculty members perceived that their usual wait time after question was approximately 10 seconds compared to only 2.5 seconds measured from video analysis. More lecture£¿experienced faculty members tended to ask more questions in class.There were some discrepancies regarding the questioning technique between the faculty members¡¯ perceptions and reality, even though they had positive opinions of the technique. The questioning skills during a lecture need to be emphasized to faculty members.
%K Questioning
%K Lecture
%K Medical education
%K Wait£¿time
%K Faculty
%K Perception
%K Reality
%U http://www.biomedcentral.com/1472-6920/12/39/abstract