Use of Questions in the Didactic Setting

In many medical education programs, practitioners §are placed in classrooms to deliver quality §teaching. The focus of this study was to observe §student-teacher interactions in didactic Athletic §Training courses. Experienced and inexperienced §athletic training educators located at universities §in the southern United States were observed a total §of nine observations each, along with the student §participants. The researcher performed real time §observations while using the Question-Response-Probe §Sequential Event System-Athletic Training instrument §to record student-teacher interaction patterns. Data §generated was descriptively analyzed to identify §relationships of student-teacher interaction §patterns across observations. Summary statistics and §rates per minute were also calculated. The findings §of this investigation revealed that both §experiential ATE groups asked more convergent §questions than divergent questions, did not allow §for a teacher wait-time greater than three seconds, §and was deficient in providing teacher probe §methods. Both experiential ATE groups had high mean §percentages for the same student-teacher interaction §patterns.