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：平板设备作为教学媒介在医学教育中的应用愈发频繁。本研究针对放射学研讨课，对比两种教学模式：一是以教师引导的平板式学生中心教学法（tablet-based student-centred approach），二是传统讲授式教师中心教学（traditional presentation-based, teacher-centred instruction）。本研究旨在探讨两种模式对学业表现、预估学习收获、教学质量（didactic quality）的影响，以及教师魅力（teacher charisma）与学生数字亲和力（student digital affinity）如何作用于上述指标。方法：本研究共收集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力、教学质量及研讨课整体满意度进行评分；在最后一个学期，学生还需额外完成三项任务：评估自身的学习收获、参与知识与影像解读测试，并对教师魅力进行评分。结果：平板式研讨课在教学质量与整体满意度上的评分显著更高。然而，讲授式研讨课在学业表现与预估学习收获方面更具优势。采用平板教学模式时，教师魅力与预估学习收获呈显著正相关，而学生数字亲和力则对教学质量存在显著影响。此外，良好的研讨课组织、清晰明确的学习目标，以及优化的学习活动多样性被认定为重要影响因素。结论：本研究表明，涉及教师、学生与教学法的各类因素之间存在复杂的相互作用，可通过评估与优化这些因素，保障平板设备在课程中的成功实施。值得注意的是，整合平板教学并引导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）水平。尽管如此，理解构建与实施教师引导式平板教学的复杂性，对于打造富有意义的教育体验至关重要。