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PubMed1994

[The lecture].

The author reviews the rules of conduct to be followed in lectures and he identifies a number of advices, useful for young colleagues. The fundamental ethical goal of lectures is to serve the audience as well as possible. The author touches upon the most important general rules of oral communications such as punctuality, discipline of remaining within time limitations, but he also describes advices how to work and deliver talks lectures. In conclusion he elaborates on his own view regarding the lecture opportunities that grow in our days, the effectiveness of which, however, leaves much to be desired.

Communication↗
PubMedDate not supplied

Computer versus lecture: strategies for teaching fetal monitoring.

The purpose of this study was to determine how well novice nurses learned basic fetal monitoring concepts from a computer-assisted instructional program and a scripted lecture with equivalent content. A pretest-posttest experimental design was conducted. Forty-eight junior baccalaureate nursing students beginning their first maternity rotation were recruited for the study from a southwestern university. Thirty-nine students provided complete data sets. None had prior experience or education in fetal monitoring. Two strategies were used to teach basic fetal monitoring concepts: a scripted lecture with black-and-white transparencies and an equivalent computer-assisted instructional program. Statistical significance was set at p = 0.05. There were no significant differences between the computer and lecture groups' learning on the basis of age, education, or vision. There was a positive, nonsignificant gain in mean scores from the pretest to the posttest for both groups. The greatest difference was in the program completion time with the computer-assisted instruction group completing the program 43.6% faster than the lecture group.

Audiovisual Aids↗
PubMed2006

The 3rd Judith Hoyer Lecture in epilepsy, December 2, 2005 opening remarks.

On December 2, 2005, Dr. Jeffrey L. Noebels presented the third lecture in a series highlighting the promise of epilepsy research. Opening remarks were provided by Dr. Story C. Landis, Director of the National Institute of Neurological Disorders and Stroke, and by Representative Steny Hoyer (D-MD). The lecture series is held in memory of Mrs. Judith Hoyer, an active member of the Board of Directors of the Epilepsy Foundation (EF) and the late wife of Rep. Hoyer. Mrs. Hoyer spent her life both helping families to cope with epilepsy and promoting research into a cure and a better quality of life for those with the disorder. The purpose of the lecture is to raise awareness of epilepsy among researchers and the public and provide intellectual stimulation that will encourage continuing progress toward finding a cure for epilepsy.

Biomedical Research↗
PubMed2006

William Stewart Halsted: a lecture by Dr. Peter D. Olch.

In the fall of 1979, Dr. David C. Sabiston Jr., as Chairman of the Department of Surgery at Duke University, called a chief residents' meeting to ask for suggestions regarding the upcoming Clarence E. Gardner History of Medicine Lecture (Dr. Gardner was the second Chairman of Surgery at Duke). Having just read MacCallum's biography of Halsted, I mentioned the topic of William Stewart Halsted, and Dr. Sabiston seemed interested. I subsequently learned that Dr. Peter D. Olch, Deputy Chief of the History of Medicine Division, National Library of Medicine, had been invited to give the lecture. Enthusiastic about the prospect, I obtained permission from Dr. Olch to tape his presentation and to copy his slides. It was a cold January day under clear Carolina skies when we accompanied Dr. Olch on the requisite tour of the Duke campus. We then escorted him to the packed lecture hall, and Dr. Sabiston gave his characteristically thorough introduction. Dr. Olch was physically and intellectually vigorous () and delivered his address in a uniquely informative, even inspiring, manner. That evening, a dinner was given in Dr. Olch's honor, and the entire visit was quite remarkable. Shortly thereafter, Dr. Olch developed lymphoma, eventually lost a hard fight against the cancer, and never published this paper. Given Dr. Olch's extraordinary insight into Dr. Halsted's character, which was based on many years of assiduous study, it seemed appropriate to publish this work posthumously after a quarter century.

General Surgery↗
PubMed2005

Northcroft Memorial Lecture 2004. Consumer centred research...what do they think?

The British Orthodontic Society invites outstanding contributors from the field of Orthodontics to give the guest lecture in memory of George Northcroft. In 2004 the guest lecturer was Professor Kevin O'Brien. The paper which follows was presented as the Northcroft Memorial Lecture 2004 at the British Orthodontic Conference.

Attitude to Health↗
PubMed2006

Northcroft Memorial Lecture 2005: muscling in on malocclusions: current concepts on the role of muscles in the aetiology and treatment of malocclusion.

The British Orthodontic Society invites outstanding contributors from the field of Orthodontics to give the guest lecture in memory of George Northcroft. In 2005 the guest lecturer was Professor Nigel Hunt. The article that follows was presented as the Northcroft Memorial Lecture 2005 at the World Orthodontic Congress, Paris.

Adaptation, Physiological↗
PubMed1993

Computerized slide show for the 1990s lecturer.

One of the most difficult and time-consuming tasks of writing and presenting papers is the review and coordination of patient photographic records. For years, not only has the 35-mm slide been the means of photographic storage for patient records, but also the standard for illustrating lectures and presentations. This current method is cumbersome and time consuming. We have used existing software of the Cameo II and imaging system to prepare, create, and present illustrations for lectures. Patient images are digitalized from any source (eg, photographs, slides, video tape) and electronically stored in the computer along with the computer-generated illustrations. When a lecture is prepared, the images are arranged sequentially in an electronic carousel. This computerized program is recorded on video tape and simply played through the video projector during the presentation to display the images. This system is more efficient since any stored image can be displayed instantaneously in any order without the handling of 35-mm slides. The only limitation of this system is the user's imagination. As the current trend in computer technology continues with high-resolution TV and video systems, the 35-mm slide presentation will become obsolete.

Education, Medical↗
PubMed1994

Recent history of European psychiatry--ideas, developments, and personalities: the annual Eliot Slater Lecture.

Erik Strömgren had planned to revise and expand his Slater lecture to a more systematic and comprehensive paper for publication. Shortly before his death, he asked for the editorial opinion of one of us (IIG), but unfortunately he did not get the opportunity to complete his lecture manuscript. We find, however, that although kaleidoscopic and impressionistic, the manuscript, as it is, contains historic and autobiographical information of high value, which deserves a posthumous publication, for availability to a broader audience. His wife, Dr. Lizzie Sand Strömgren, has kindly released the manuscript, which here appears essentially as delivered at the Slater lecture in 1986, except for a few minor textual adaptions and the addition of a list of references (by A.B.).

Europe↗
PubMed1977

Rating the lecturer: a study of how different disciplines used comparative criteria.

Faculty members from medicine, nursing, social work, and law, as well as a group of medical students, tested their own criteria for a good lecturer; each group focused on different aspects of the behaviors sought in the good lecture. The "Dr. Fox" paradigm was the lecture chosen; all groups failed to identify the deliberately incorporated failings. These results were then compared with the results obtained by using a standardized rating form in current use within a major university.

Criminal Law↗
PubMed2005

[Requirements for an interdisciplinary lecture on pain. Results from a survey of medical students].

BACKGROUND: Pain therapy is not an obligatory subject of undergraduate medical education in Germany. METHODS: In order to evaluate the expectations of undergraduate medical students regarding pain therapy as a lecture, a questionnaire was distributed to students visiting a faculty lecture on pain therapy. RESULTS: The main topics voted by the students as very interesting to them were pain syndromes such as low back pain, headache, and cancer pain. Furthermore, pharmacotherapy and the structure of pain therapy units were voted as interesting. Female students were significantly more interested in pain problems of specific patient groups (women, children, older patients, HIV-infected patients). Case reports on paper or with patient presentations were regarded as the most important didactic elements of such lectures. CONCLUSIONS: An analysis of the published undergraduate curricula in pain therapy revealed that the curriculum of the IASP and of the EFIC are too long and too theoretical, respectively. The curriculum of the DGSS meets many expectations of the students in this survey. Concepts of pain therapy education in undergraduate medical schools should consider the wishes of students regarding knowledge of pain syndromes and didactic methods.

Back Pain↗
PubMed1997

Preparing and organizing for a lecture.

In a lecture, developing a strong organization assures strong delivery and a clear message. In this article preparation steps that will support the lecture are identified and described. These steps include: understanding the background and needs of the audience, establishing a clear purpose for the presentation, and being cognizant of the program planner's expectations of you. To assure a flawless lecture, several organizational imperatives are recommended.

Education, Medical↗
PubMed1984

CPR instruction: modular versus lecture course.

A randomized prospective study was done to examine long-term cardiopulmonary resuscitation (CPR) cognitive and motor skills retention and to compare the "self-taught" modular course with the standard lecture course. Both cognitive and motor skills were tested at one-, two- and four-year intervals after the initial course. Approximately half the students in both the modular and standard lecture courses also took a refresher course after one year. While there was no significant difference (P greater than .05) in retention based on the method of teaching (modular vs lecture course), students who took the refresher course after one year performed significantly better (P less than .01) at the two-year interval. Results four years after the initial CPR course (three years after the refresher course) were uniformly poor in both groups. Only three of 104 students were able to meet American Heart Association standards for the performance of CPR. Refresher courses are vital if CPR is to be performed effectively and competently. They should be available on a continuing basis with self-taught courses providing a good alternative to the formal didactic course as a means of providing instruction.

Educational Measurement↗
PubMed2003

Peer supervision: an experimental scheme for nurse lecturers.

This paper reports on the implementation of a scheme of peer supervision in a team of mental health nursing lecturers working within a university setting. The rationale for the introduction of this scheme was the implementation of clinical supervision in nursing nationally and the role nurse education can play in this. Supervision is advocated as a way of providing education, support and quality checks for lecturers involved in supervising students. The peer supervision scheme is described and the experience of the lecturers involved discussed. The authors stress the value of this innovation to their professional lives and promote it as a good way of contributing to the implementation of clinical supervision in mental health nursing.

Attitude of Health Personnel↗
PubMed2002

The role of the nurse lecturer in the supervision of students' essays, projects and assignments: results of an all Wales questionnaire survey.

This study explores the role of the lecturer in nursing and midwifery education in the supervision of students' essays, projects and assignments. Three methods were used within the study; semi-structured interviews, questionnaires and focus groups. The results from the semi-structured interviews were used to develop a questionnaire which was distributed to the population of lecturers in nursing and midwifery education (n=285) within Wales. This article reports some of the key findings of the questionnaire survey. Lecturers report a directive style of supervision with a considerable amount of time being invested in the supervision process. The production of guidelines for good supervision practice is recommended as a way of providing consistent and fair supervision for students.

Adult↗
PubMed1997

Longitudinal follow-up comparison of educational interventions: multimedia textbook, traditional lecture, and printed textbook.

RATIONALE AND OBJECTIVES: The goal of this prospective, interinstitutional study was to compare the long-term instructional effectiveness of a pediatric multimedia textbook (MMTB) to that of a standard lecture and a printed textbook. MATERIALS AND METHODS: A randomized cohort of 89 3rd-year medical students from two institutions were initially evaluated from June 1992 to June 1993 and reevaluated in May 1994. Students were randomly assigned to one of four instructional groups: computer-aided instruction by means of MMTBs (n = 21), traditional lecture (n = 23), printed textbook (n = 19), and a control group (n = 26). After instruction, all groups were tested by means of a multiple choice test at the end of their pediatric clerkship; they were given this same test 11-22 months later. RESULTS: The long-term instructional effectiveness of the MMTB, printed textbook, and lecture were the same as that in the control group, as determined by analysis of variance of mean test scores. CONCLUSION: The educational advantage of MMTBs observed immediately after instruction was not detected 1 year later. Because attrition reduced statistical power, further research is necessary to determine how educational fading affects these instructional formats.

Analysis of Variance↗
PubMed1998

Teaching the fundamentals of information systems management in health care. Lecture and practical training for students of medical informatics.

For the management of information systems in health care, it is important that projects are systematically planned and carried out. This is a major task for medical informatics professionals which should be taught in a medical informatics curriculum. In the respective lecture in the Heidelberg/Heilbronn medical informatics curriculum, we teach fundamentals of the management of information systems and of projects. The examples of the lecture are taken from hospital information systems. Furthermore, we have developed a 5-step method for the systematic, goal-oriented planning of projects. The lecture is complemented by a comprehensive practical training, so that the methods taught can be applied to a particular, relevant problem of the Heidelberg University Hospital.

Curriculum↗
PubMed1999

Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study.

Since its first implementation in a medical programme at McMaster University, Canada, problem-based learning (PBL) has become a well-established means of teaching and learning medicine. Extensive research has been conducted and a number of strengths of the method are well supported. Several items, however, remain unclear although there is evidence that no relevant difference exists in factual knowledge among students from PBL and traditional curricula, a controlled, randomized study has not been conducted to address this issue. The Medical Faculty of the University of Cologne is in the process of integrating elements of PBL into its curriculum. In the spring term of 1997, after seven semesters of experience with PBL supplementing the traditional course of basic pharmacology, we did for the first time use PBL instead of the lecture-based course (LBL) and conducted a controlled prospective study to determine the effects of this intervention. One-hundred and twenty-three students were randomly assigned to either PBL (n = 63), with tutorial groups of up to nine students, or to the traditional, lecture-based course (n = 60). Analysis of the results of both groups in the examination of basic pharmacology, consisting of multiple-choice and short-essay questions, revealed similar scores with a tendency favouring PBL students in the category of short-essay questions. Hence, it seems clear that PBL does not imply a disadvantage in terms of factual knowledge. Students considered PBL to be an effective learning method and favoured it over the lecture format. Furthermore, students reported positive effects of PBL in terms of use of additional learning resources, interdisciplinarity, team work and learning fun.

Education, Medical, Undergraduate↗
PubMed2005

A simple system for producing, recording and broadcasting lectures and presentations.

Taking lecture notes has been the traditional starting point for revision; but in a high-tech age why miss important points whilst attempting to slowly transcribe a lecture, when we have the means to record it? This report aims to summarize information that may be used by anyone to provide good-quality, cost-effective provision of information via multimedia online lecture-materials. By applying and teaching simple techniques we can all ensure that each faculty and its students are exposed to the best of the wide world of online education, training and success.

Computer-Assisted Instruction↗