Does class attendance matter? Results from a second‐year medical school dermatology cohort study

Eisen, Daniel B.; Schupp, Clayton W.; Isseroff, Roslyn Rivkah; Ibrahimi, Omar A.; Ledo, Lynda; Armstrong, April W.

doi:10.1111/ijd.12816

Cited by 76 publications

(85 citation statements)

References 35 publications

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“…However, differing results exist as well. In a recent study, no statistically significant relationship between class attendance and student performance was identified after adjusting for control variables that included gender and age (Eisen et al, 2015). In a study conducted in Saudi Arabia by Alghamdi and his team, the overall percentage of absenteeism was comparable to that of the studies carried out regionally and internationally.…”

Section: Introductionmentioning

confidence: 83%

The impact of class attendance on student performance

Fadelelmoula¹,

Colleges²

2018

Int Res J Med Med Sci

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Students' class attendance and engagement plays an important role in contemporary higher education. The present study aimed to investigate the compliance of Respiratory Care students to attendance regulations and the relationship between mandatory class attendance and final exam performance in four Respiratory Care courses. Attendance was measured by the overall lecture attendance percent, throughout the course. Students' performance was assessed by the final exam mark obtained. No statistically significant differences in student attendance between the different courses were found; although attendance was lower in cardiopulmonary anatomy and physiology course compared with the other 3 courses. Statistically significant differences in performance were present between the four courses. Positive correlation was found between attendance and final exam performance in all courses together, but the relationship between the variables was not statistically significant. Correlation between attendance and final exam results for each separate course was also examined and found to be positive, but also lacked statistical significance. Students' compliance with the student regulations and the overall attendance is excellent. Class attendance got a positive impact on students' academic performance. This suggests that lecture attendance is critical for learning, but a larger study is required to adjust for other factors like, English language proficiency student CGPA (cumulative average grade point) and gender and to minimize the effect of the small sample size used in this pilot study.

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Section: Introductionmentioning

confidence: 83%

The impact of class attendance on student performance

Fadelelmoula¹,

Colleges²

2018

Int Res J Med Med Sci

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“…37 It has also been reported that online resources can improve academic performance. [64][65][66] However, a conflicting publication stated that digitally available lectures, as an alternative to students attending lectures, creates no difference in the knowledge students gain.…”

Section: Availability Of Lecture Slides Prior To Lectures Results In mentioning

confidence: 99%

“…[29][30][31][32][33] Furthermore, improved access to online materials is an increasingly common reason for students' non-attendance. 1,6,29,[34][35][36][37][38][39][40] It must be recognised that UK medical schools have large annual cohorts and it is therefore insurmountable to cater to individual learning style preferences within these sizeable groups. However, absenteeism amongst medical students is worrying for providers of medical education given their accountability for the overall professional performance of graduates and the increasing demands of financing such courses.…”

Section: Introductionmentioning

confidence: 99%

Could Attendance at Medical School be improved? A Prospective Study of Medical Education at The University of Liverpool: Study of Attendance at a UK Medical School

Nevins¹,

Moori²,

Alexander³

et al. 2016

MedEdPublish

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Phenomenon: Attendance at UK medical school teaching sessions is on the decline. This research aimed to explore the reasons for this reduction.Approach: Attendance was assessed, by way of head counts, at 3 rd year students' lectures, tutorials and problem based learning (PBL) sessions at the University of Liverpool. Reasons for absence were explored using a questionnaire sent via email to the year group. Findings:Compulsory lectures attained greater attendance than non-compulsory lectures. Access to PowerPoint presentations prior to lectures correlated with a decline in attendance as did long timetable gaps. Lectures held oncampus were poorly attended compared to those held at hospital sites where students undertook clinical placements. Unsupervised PBL sessions, with sign in sheets, achieved excellent attendance however, turnout was poor when monitoring wasn't present. Similar trends were observed for lecture attendance, indicating that students may be motivated to attend by fear of reprimand. 75 students responded to an online questionnaire exploring reasons for attendance and their responses largely agreed with our findings, however one discrepancy was highlighted. Students reported that access to lecture slides before teaching sessions would not affect attendance, although our evidence showed that when slides were available attendance declined.Insights: Attendance could be improved if teaching coincided with hospital placements. Sign-in sheets, fewer gaps between sessions and multiple lectures on one day would see a marked increase in attendees. In future, medical Nevins E, Moori P, Alexander L, Richards B, Bleasdale V, Sharma A MedEdPublish https://doi.org/10.15694/mep.2016.000078Page | 2 schools should consider these factors to enhance student motivation to attend teaching sessions.

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“…In line with Romer [13], literature shows that class attendance has a positive and significant impact on academic performance [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32]. However, some studies also offer evidence that class attendance is not a predictor of academic outcome [14,[33][34][35][36].…”

Section: Introductionmentioning

confidence: 88%

Does Student Proactivity Guarantee Positive Academic Results?

2018

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This paper analyzes the impact of students' proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014-2015, 2015-2016 and 2016-2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student's proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student's proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance.

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Does class attendance matter? Results from a second‐year medical school dermatology cohort study

Abstract: Class attendance was not associated with improved academic performance in a dermatology course. Those who preferred to learn by watching online videos demonstrated a higher level of performance than those who did not prefer to learn this way.

Cited by 76 publications

References 35 publications

The impact of class attendance on student performance

The impact of class attendance on student performance

Could Attendance at Medical School be improved? A Prospective Study of Medical Education at The University of Liverpool: Study of Attendance at a UK Medical School

Does Student Proactivity Guarantee Positive Academic Results?

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