%0 Journal Article
%T Too much time or not enough? An observational study of teacher wait time after questions in case-based seminars.
%A Häusler J
%A Gartmeier M
%A Grünewald MG
%A Hapfelmeier A
%A Pfurtscheller T
%A Seidel T
%A Berberat PO
%J BMC Med Educ
%V 24
%N 1
%D 2024 Jun 25
%M 38918743
%F 3.263
%R 10.1186/s12909-024-05667-w
%X <B>BACKGROUND: </B>We define teacher wait time (TWT) as a pause between a teacher question and the following response given by a student. TWT is valuable because it gives students time to activate prior knowledge and reflect on possible answers to teacher questions. We seek to gain initial insights into the phenomenon of TWT in medical education and give commensurate recommendations to clinical teachers.<BR><B>METHODS: </B>We observed n = 719 teacher questions followed by wait time. These were video-recorded in 29 case-based seminars in undergraduate medical education in the areas of surgery and internal medicine. The seminars were taught by 19 different clinical teachers. The videos were coded with satisfactory reliability. Time-to-event data analysis was used to explore TWT overall and independently of question types.<BR><B>RESULTS: </B>In our sample of case-based seminars, about 10% of all teacher questions were followed by TWT. While the median duration of TWT was 4.41 s, we observed large variation between different teachers (median between 2.88 and 10.96 s). Based on our results, we recommend that clinical teachers wait for at least five, but not longer than 10-12 s after initial questions. For follow-up and reproduction questions, we recommend shorter wait times of 5-8 s.<BR><B>CONCLUSIONS: </B>The present study provides insights into the frequency and duration of TWT and its dependence on prior questions in case-based seminars. Our results provide clinical teachers with guidance on how to use TWT as an easily accessible tool that gives students time to reflect on and respond to teacher questions.