Speaker
Description
Background: Medical English education may benefit from clinically relevant learning environments that promote active communication. We conducted a program with visiting English-speaking physicians that included lecture and hands-on sessions. This study aimed to compare participant satisfaction between the lecture and hands-on sessions.
Methods: Across four days, four invited instructors each delivered a one-day seminar for different participants. The seminar series included a total of eight lecture sessions and three hands-on sessions. Satisfaction for each session was assessed using a 5-point Likert scale. Lecture and hands-on ratings were compared using the Mann–Whitney U test as an exploratory analysis.
Results: A total of 20 participants attended. We collected 33 lecture evaluations and 16 hands-on evaluations. Satisfaction was highly favorable in both formats. Median [IQR] scores were 5 [5–5] for lectures and 5 [5–5] for hands-on sessions. Top ratings (score 5) were recorded in 97.0% (32/33) of lecture evaluations and 93.8% (15/16) of hands-on evaluations. No statistically significant difference was observed between lecture and hands-on sessions (p = 0.619).
Conclusion: Both lecture and hands-on sessions received high satisfaction ratings, with no clear difference between formats in this small exploratory analysis. This program format may provide a practical framework for integrating English-use opportunities into medical education with visiting international faculty.