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

<p><span><strong>Aims</strong>: </span><span>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. </span></p> <p><span><strong>Methods</strong>: </span><span>Data from 366 students were collected</span><span>. Student </span><span>digital affinity</span><span>, </span><span>didactic quality of, and overall satisfaction with the seminars were rated for each teaching format over three semesters, whereby in</span><span> the last semester, students additionally </span><span>estimated their learning gain, took a knowledge and image interpretation test, and rated teacher charisma.</span> </p> <p><span><strong>Results</strong>: </span><span>The tablet-based seminars yielded significantly higher ratings for didactic quality and overall satisfaction. However, the </span><span>presentation-based</span><span> seminars proved superior with respect to </span><span>academic performance</span><span> as well as estimated learning gain</span><span>. </span><span>When employing tablets, teacher charisma correlated with estimated learning gain, and digital affinity affected didactic quality</span><span>.</span><span> Additionally, </span><span>good seminar organization, comprehensible learning objectives, and optimal variation of learning activities</span><span> were identified as important factors.</span></p> <p><span><strong>Conclusion</strong>: </span><span>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.</span></p>