Harold C. Lyon, Jr, (LMU and TU), Thomas
Brendel (LMU), Alexandra Hesse (TU), Matthias Holzer (LMU), Max Mornau (TU) and
Martin R. Fischer (LMU)
Abstract:
Background: Ludwig-Maximilians-University and Technical University
Munich have experienced dynamic curriculum reform. Interactive learning has
replaced lectures (reduced from 70% to 30%). Research shows that “empathic,”[1]
more “indirect” teachers who encourage “student talk” tend to be more effective
than “direct” teachers.[2],[3]
The Flanders Interaction Analysis has been shown to be reliable for diagnosing
teaching.[4] Work Done: We modified the Flanders
Interaction Analysis by adding measures of empathy (Jefferson Empathy Scale
[JES] among other tools)[5],[6]
and measures of teaching-organization[7].
We stratified 22 volunteer lecturers from LMU and TU by teaching experience
into two matched groups: One had an active intervention after their lecture in
the winter semester, the other group didn’t. Our intervention consisted of an
expert critique of their lectures based on our modified Flanders Interaction
Analysis. Student and expert evaluations of both group’s lectures were
compared. We compared the JES done by faculty members with students’ and
experts’ evaluations of empathy. Conclusions/Take-home
messages: 1) Our modified Flanders Interaction Analysis showed high
inter-rater reliability. 2) Active intervention motivated faculty members to
improve lectures. 3) Empathy-measures by experts and students correlate. 4)
Both groups will be reanalyzed in summer semester to confirm that our
experimental-group-intervention improves teaching.
[1] Hojat,
Mohammadreza: Empathy in Patient Care:
Antecedents, Development, Measurement, and Outcomes. Springer: 2006. pp.
1-425.
[2] Amidon E
and Flanders NA. The Role of the Teacher
in the Classroom (Revised Edition). St. Paul, Minnessota, Paul S. Amidon and Assoc. Inc. 1971.
[3] Kishi,
Keiko Imai, “Communication Patterns of Health Teaching and Information Recall,”
Nursing Research, July-August, 1983.
Vo. 32, No. 4 pp. 230-231.
[4] Flanders
NA, Teacher Influence, Pupil Attitudes
and Achievement, Washington, DC.: (US Office of Education Research
Monograph # 12). U.S. Government Printing office, 1965.
sAspy, David N. Towards a Technology for Humanizing Education. Champaogn, Illinois:
Research Press Co. 1971
[6] Aspy,
David N. and Roebuck, Flora N. “The Relationship of Teacher-Offered Conditions
of Meaning to Behaviors Described by Flanders Interaction Analysis. Education Vol. 95. No 3. pp 216-220.
[7]
Carkhuff, RR and Berenson BG. Beyond
Counseling and Therapy. New York: Holt, Rinehart, and Winston, Inc. 1967