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to class attendance, about 80% of 2nd-year students
were present (72.6%). Learning style could be
categorized in four fairly similar dimensions: (1)
solitary study (56.08%, 52.65%); (2) studying facts
(52.08%, 66.95%); (3) using illustrations (63.52%,
52.25%); and, (4) whole system conceptualization
(51.76%, 56.9%).
CONCLUSIONS
Tape transcription was the favorite method of study.
Second-year students began serious exam
preparations two weeks before and they were also
more faithful about class attendance (>80%).
Student used four learning styles to help to
memorize the curricular material.
Assessment Abstract ID: 116
FACTORS RELAVANT TO STUDENT’S
SATISFACTION IN A NEWLY OPENED
MEDICAL EDUCATION CENTER
Sukanya Paileeklee and Supaluk Raiyawa.
UdonThani Medical Education Center, UdonThani,
Thailand
PURPOSE
The UdonThani Medical Education Center has
newly started Clinical year teaching in 2009. This
study aimed to obtain factors relevant to student’s
satisfaction to improve teaching.
METHODS
Small groups of focal point interviews were
conducted to elicit factors relevant to student’s
satisfaction. Then, questionnaire was developed,
comprised of satisfaction with teaching style,
instructor, and department, with 5 levels of Likert’s
scale rating. Data were collected from 5 th year
medical student in 2011.
RESULTS
The factors related to teaching style were being
punctual, class postponed or cancelled, well
prepared lesson, providing teaching objectives and
teaching material, and, unfair grading. The factors
related to instructor were being rigorous,
understandable explanation, opportunity to
feedback, comprehensive content, personality and
competency. The response rate was 80.0% (24/30).
The major relevant factors related to teaching style
were well prepared lesson, providing teaching
objectives and material, class postponed or
cancelled, mean score of 4.33, 4.25 and 4.21,
respectively. The major relevant factors related to
instructors were competency, understandable
explanation, providing comprehensive content,
mean score of 4.63, 4.63 and 4.13 respectively.
Department of Otorhinolaryngology, got highest
satisfaction means score of 4.83, followed by
Obstetric-Gynecology, Anesthetic, and
Rehabilitation, score 4.46, 4.43 and 4.21
respectively.
CONCLUSIONS
The major relevant factors were instructor’s
competency, understandable explanation, well
prepared lesson, and providing comprehensive
content. Students were most satisfied with
department of Otorhinolaryngology.
Assessment Abstract ID: 117
USING AUDIENCE RESPONSE QUESTIONS
TO ASSESS STUDENT PERFORMANCE IN A
YEAR 1 NEUROSCIENCE COURSE, II
Samuel Saporta, University of South Florida,
Tampa FL, USA
PURPOSE
Little data exists regarding the level of student
preparation and successful completion of the first
year of medical school. In an attempt to assess
student educational background and student
performance, audience response questions to
determine specific student background were akse
during active learning sessions in a year 1 Medical
Neuroscience course. Data were gathered over two
academic years.
METHODS
Demographic data provided by 319 medical
students were analyzed against their performance in
active learning sessions and final course grade.
Complete data were collected for 211 medical
students. The Spearman Rank Correlation (r) and
Wilcoxon Rank Sign Tests for paired data were used
to determine covariance and statistical significance.
RESULTS
There was a statistically significant covariance in
combined data between students who had an
advanced degree and final course grade (r=0.3598;
p