Show simple item record

dc.contributor.authorWare, John E. Jr.
dc.contributor.authorWilliams, Reed G.
dc.date2022-08-11T08:10:40.000
dc.date.accessioned2022-08-23T17:15:57Z
dc.date.available2022-08-23T17:15:57Z
dc.date.issued1975-02-11
dc.date.submitted2010-06-18
dc.identifier.citationJ Med Educ. 1975 Feb;50(2):149-56. <a href="http://journals.lww.com/academicmedicine/Abstract/1975/02000/The_Dr__Fox_effect__a_study_of_lecturer.6.aspx">Link to article on publisher's site</a>
dc.identifier.issn0022-2577 (Linking)
dc.identifier.pmid1120118
dc.identifier.urihttp://hdl.handle.net/20.500.14038/47285
dc.description.abstractStudents viewed one of six lectures which varied only in substantive teaching points (content) covered and seductiveness. These 207 students then rated the effectiveness of the presentation (satisfaction ratings) and completed a 26-item achievement test. Students who viewed high seduction lectures performed better on the achievement test than did students who viewed low seduction lectures. Similarly, students who viewed lectures high in content performed better on the cognitive test than did students who viewed low-content lectures. The relationship between staisfaction ratings and student achievement was not perfect. Students gave higher ratings to seductive lectures. However, ratings reflected differences in content-coverage only under low seduction conditions. The ratings were not sensitive to variations in content-coverage when lectures were highly seductive. The "Doctor Fox Effect" appears to be more than an illusion. Seductiveness affects both student ratings of instruction and achievement.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=1120118&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://journals.lww.com/academicmedicine/Abstract/1975/02000/The_Dr__Fox_effect__a_study_of_lecturer.6.aspx
dc.subjectAchievement
dc.subjectAdolescent
dc.subjectAdult
dc.subjectAnalysis of Variance
dc.subjectCognition
dc.subjectEducational Measurement
dc.subjectEvaluation Studies as Topic
dc.subjectFemale
dc.subjectHumans
dc.subjectMale
dc.subjectMethods
dc.subjectQuestionnaires
dc.subject*Students
dc.subjectTeaching
dc.subjectUniversities
dc.subjectBiostatistics
dc.subjectEpidemiology
dc.subjectHealth Services Research
dc.titleThe Dr. Fox effect: a study of lecturer effectiveness and ratings of instruction
dc.typeJournal Article
dc.source.journaltitleJournal of medical education
dc.source.volume50
dc.source.issue2
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/qhs_pp/424
dc.identifier.contextkey1363257
html.description.abstract<p>Students viewed one of six lectures which varied only in substantive teaching points (content) covered and seductiveness. These 207 students then rated the effectiveness of the presentation (satisfaction ratings) and completed a 26-item achievement test. Students who viewed high seduction lectures performed better on the achievement test than did students who viewed low seduction lectures. Similarly, students who viewed lectures high in content performed better on the cognitive test than did students who viewed low-content lectures. The relationship between staisfaction ratings and student achievement was not perfect. Students gave higher ratings to seductive lectures. However, ratings reflected differences in content-coverage only under low seduction conditions. The ratings were not sensitive to variations in content-coverage when lectures were highly seductive. The "Doctor Fox Effect" appears to be more than an illusion. Seductiveness affects both student ratings of instruction and achievement.</p>
dc.identifier.submissionpathqhs_pp/424
dc.contributor.departmentDepartment of Quantitative Health Sciences
dc.source.pages149-56


This item appears in the following Collection(s)

Show simple item record