Data from: Tablet-based versus presentation-based seminars in radiology: effects of student digital affinity and teacher charisma on didactic quality

Aims: Tablets are being adopted as a teaching medium in medical education more frequently. Here we compared two teaching formats in a radiology seminar using a tablet-based student-centred approach guided by teachers and traditional presentation-based, teacher-centred instruction. The aim was to investigate the effects on academic performance, estimated learning gain, didactic quality, as well as how teacher charisma and student digital affinity influence these elements. Methods: Data from 366 students were collected. Student digital affinity, didactic quality of, and overall satisfaction with the seminars were rated for each teaching format over three semesters, whereby in the last semester, students additionally estimated their learning gain, took a knowledge and image interpretation test, and rated teacher charisma. Results: The tablet-based seminars yielded significantly higher ratings for didactic quality and overall satisfaction. However, the presentation-based seminars proved superior with respect to academic performance as well as estimated learning gain. When employing tablets, teacher charisma correlated with estimated learning gain, and digital affinity affected didactic quality. Additionally, good seminar organization, comprehensible learning objectives, and optimal variation of learning activities were identified as important factors. Conclusion: This study suggests a complex interplay of various factors concerning teachers, students, and didactics that can be assessed and improved to assure the successful curricular implementation of tablets. Of note, tablet integration and thereby active engagement of students with imaging analysis skills does not automatically result in greater declarative knowledge. Nevertheless, understanding the complexities of structuring and delivering tablet-based, teacher-guided instruction is essential to creating meaningful educational experiences.研究目的：平板电脑作为教学媒介在医学教育中的应用愈发普遍。本研究针对放射学研讨课，对比两种教学模式：一种是以教师为引导、基于平板电脑的学生中心式教学，另一种为传统讲授式教师中心教学。本研究旨在探究两种模式对学业表现、预估学习收益、教学质量（didactic quality）的影响，同时分析教师魅力（teacher charisma）与学生数字亲和性（student digital affinity）如何对上述要素产生作用。 研究方法：本次研究共收集366名学生的相关数据。在三个学期内，针对两种教学模式，分别对学生的数字亲和性、教学质量及研讨课整体满意度进行评分；在最后一个学期，学生还需完成自身学习收益评估、知识与影像解读测试，并对教师魅力进行评分。 研究结果：基于平板电脑的研讨课在教学质量与整体满意度上的评分显著更高。但在学业表现与预估学习收益方面，传统讲授式研讨课更具优势。在使用平板电脑的教学场景中，教师魅力与预估学习收益呈显著相关，学生的数字亲和性则对教学质量产生显著影响。此外，优质的研讨课组织、清晰易懂的学习目标，以及学习活动的合理多样化均被认定为重要影响因素。 研究结论：本研究表明，与教师、学生及教学法相关的各类因素存在复杂的交互作用，可通过对这些因素的评估与优化，确保平板电脑教学在课程中的顺利落地。值得注意的是，将平板电脑整合进教学并让学生主动参与影像分析技能训练，并不会自动提升学生的陈述性知识（declarative knowledge）。尽管如此，理解基于平板电脑的教师引导式教学的构建与实施要点，对于打造有意义的教学体验至关重要。