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PubMed1978

Comparison of the conventional lecture method and the self-instruction method for teaching clinical pathology.

Two separate courses in clinical pathology were presented to two groups of second-year medical students. The first (large) group was taught by the conventional lecture method; the other (small) group, by a self-instructional method for roughly half of the course, followed by the conventional lecture method for the second half of the course. The effectivenesses of the two methods were compared, based on performances on the final written examination. It was found that the self-instructional method was as effective as the conventional method in teaching clinical pathology, at least in teaching basic principles and interpretive clinical chemistry, as judged by the performances of the two groups. Surprisingly, the two groups differed significantly in performances on the portion of the course taught by similar methods.

Education, Medical, Undergraduate↗
PubMed1985

Beyond lecture and laboratory in the physical therapy classroom.

The purpose of this paper is to describe how two teaching models, the Inquiry Training Model and the Simulation Model, have been adapted for use in the physical therapy classroom. To help students synthesize the various physical therapy skills they were learning, variations of the Inquiry Training Model and the Simulation Model were used in addition to standard lectures and laboratories to teach the Evaluation Unit to junior level physical therapy students. The feedback obtained at the end of each class from both students and faculty members indicated that the learning experiences were considered both helpful and fun. This article summarizes the important components of the Inquiry Training Model and the Simulation Model. I recommend learning experiences based on these models to augment lecture and laboratory classes.

Feedback↗
PubMed1997

Radiation risk--a Chinese perspective: 1996 G. William Morgan Lecture.

The great honor of being selected by the Presidents Emeritus Committee of the Health Physics Society as the G. William Morgan Lecturer for 1996 provides me this opportunity to present my lecture at the Plenary Session of the 1996 Health Physics Society Annual Meeting. Under the guidance of Mr. Li Deping, in the late fifties and the early sixties when I began my scientific career, I made a comprehensive literature survey on radiation protection to be aware of this field. Based on this study and on the actual situation in China, I presented the paper "Outline to Health Physics" (Pan 1963), one of the papers I completed in the early times. This gave me a preliminary understanding of the important thoughts of ICRP, NCRP, ICRU and the pioneers of health physics with respect to radiation protection. Preliminary assessment of population dose in China has been done. The natural background radiation sources contribute 93.4% to the total dose, of which is due to radon and thoron progeny. Among the medical exposure from man-made activity, the maximum is from medical exposure (4.21%), the next is from occupational exposure (1.25%), the public exposure contributes about 1.1%. Several practices need to pay special attention: (1) medical exposures, 60.4% of the total increase exposure from man-made activity, (2) the exposure of underground mines, (3) the exposure from coal energy chain, with the sum approximately 100%. The collective dose from nuclear industry contribute 5 x 10(-4). In the coming decade, the doses to the population of China will not significantly increase and may even decrease.

Humans↗
PubMedDate not supplied

Faculty and student experiences with Web-based discussion groups in a large lecture setting.

The exchange of ideas in a discussion format is a more effective way of developing critical thinking in students than a traditional lecture format. Although research has shown that discussion groups are more effective for developing skills in application, analysis, and synthesis of content, it is difficult to implement in a large lecture setting. The author discusses how computer discussion groups were incorporated into a class of 117 nursing students.

Attitude of Health Personnel↗
PubMed2002

HIV/AIDS knowledge and attitudes in Chinese medical professionals and students before and after an informational lecture on HIV/AIDS.

The rapid increase in human immunodeficiency virus (HIV) prevalence and incidence requires that Chinese health professionals mobilize for HIV prevention. The article describes an HIV/acquired immune deficiency syndrome knowledge and attitude assessment administered before and after a lecture. HIV transmission knowledge was good, with 90 percent to 100 percent of participants correctly identifying means of transmission. Prior to and after the lecture, 43 percent and 21 percent, respectively, were unwilling to sit or work with an HIV-infected person. To increase the likelihood of prevention activities' success, HIV knowledge and attitudes of health care personnel in China must be monitored and improved.

Adult↗
PubMed1983

The Croonian Lecture, 1983. Voltage-gated ion channels in the nerve membrane.

In the Croonian Lecture for 1957, Sir Alan Hodgkin described the role of the channels selective for sodium and potassium ions in the conduction of the nervous impulse. An essential feature of these channels is the manner in which the complex kinetics of their opening and closing is controlled by the electric field across the membrane, and the purpose of the present lecture is to consider the advances that have been made in the past 25 years towards an understanding of the underlying molecular mechanisms. One such advance has been the successful recording, independently of the ionic currents, of the small asymmetry current known as the gating current, that accompanies the conformational changes that take place in the sodium channels. A quantitative analysis of the characteristics of the gating current suggests that activation is brought about by two more or less independent processes operating in parallel, to one of which the slower mechanism of inactivation is coupled sequentially. However, it is clear that a complete picture of the gating system will only be arrived at by combining evidence of this kind with that provided by other new lines of approach such as studies of single ion channels in various tissues by means of fluctuation analysis and the patch-clamping technique, and a reinvestigation of the kinetics of activation of the potassium channels.

Anesthetics, Local↗
PubMed1985

The Bakerian lecture, 1984. Biosynthesis of the pigments of life.

Many vitally important functions in living systems are carried out by metal ions held as complexes within organic ligands, the organic part of the molecule being a tetrapyrrolic macrocycle. Chlorophyll, haemoglobin, the cytochromes and vitamin B12 all fall into this family of 'pigments of life', a list that emphasizes their central importance in living systems. Research on the biosynthesis of these pigments has involved the synergistic combination of synthesis, structure determination, carbon nuclear magnetic resonance and isotopic labelling with radioactive and stable isotopes in conjunction with enzymology and kinetics. The lecture describes the logical series of experiments based on these approaches which have led to a step-by-step knowledge of the biosynthesis of the parent macrocycle (uroporphyrinogen-III) from which the other pigments are derived. One main pathway from the parent macrocycle involves oxidative transformations and leads eventually to protohaem required inter alia for haemoglobin and myoglobin. The second important pathway makes use of C-methylation to convert the parent macrocycle through many stages finally into vitamin B12. The biosynthetic studies on vitamin B12 are outlined with particular emphasis on the use of isotopic labelling with both radioactive and stable isotopes of carbon and hydrogen. Roughly two-thirds of the entire biosynthetic pathway to vitamin B12 has now been elucidated. The scarcity of several of the known intermediates on the pathway severely hampers future researches and progress towards the total synthesis of these key materials is reviewed. Finally, the lecture brings out the evolutionary interest of what has been discovered about the biosynthesis of the pigments of life.

Animals↗
PubMedDate not supplied

"The expectation gap": a look at the Sybil Palmer Bellos lecture by Ruth B. Freeman, 1970.

Ruth B. Freeman was an outstanding public health nurse leader of her time. Born in 1906, Freeman earned a doctorate and became an educator at Johns Hopkins University School of Hygiene and Public Health and a prolific author in the field of public health nursing. She spoke elegantly and forthrightly about the issues of public health, placing nursing on a par with other professions working toward the improvement of health on a global level. A year before her retirement, she was invited to give the Sybil Palmer Bellos lecture, an annual event that continues today at the Yale University School of Nursing. Selected excerpts from this lecture are reprinted in this analysis of Freeman's address. The entirety of the address was printed in Public Health Nursing, Volume 1, Issue 1, in 1984.

Delivery of Health Care↗
PubMed1997

The Lead Lecture as an adjunct to experiential learning (an appropriate modality for the introduction of issues related to death, loss and change).

Issues related to grief in response to loss and developmental changes are of significance to palliative care cancer nurses. This paper is essentially an educational debate although the issues effect all who concerned with palliative cancer care nursing. It reviews selected literature related to the lecture method of teaching. The author makes a case for using the Lead Lecture approach with experiential learning. It is considered an appropriate means through which to introduce palliative nurses to sensitive issues intimately connected to grief. The author explores experiential and student centred methods of learning, concluding that we should approach them with a certain amount of caution; we can expose the learner to too much too soon. The central recommendation of the paper is for an integrated approach, harnessing the potential of group led tutorials and clinical supervision. An outline seminar plan provides a conceptual route map.

Adaptation, Psychological↗
PubMed1979

The influence of a lecture course in loss and grief on medical students: an empirical study of attitude formation.

In this study the results of a questionnaire administered to medical students attending a lecture course on loss and grief are analysed. The focus of the inquiry was to determine whether attitudes towards death, dying and loss could be influenced by confrontation with factual information on bereavement. The results showed that the original idealized attitudes underwent a reality correction due to increased factual knowledge of bereavement processes. The defensive attitudes of students who experienced death in their family during the course are discussed. Intensity and temporality of one's involvement with death appear to be a determining factor in the formation of attitudes towards death. Typical male and female attitudes are also presented. It is concluded that the institutionalization of education in bereavement processes should receive priority in medical programmes and that the classical lecture deserves its place therein.

Adult↗
PubMed1980

Micro computer control of a video cassette lecture.

Circuits have been developed to allow the presentation of a video cassette lecture to be controlled by an inexpensive micro computer. The potential of both video cassette lecture and standard computer assisted learning techniques is extended, resulting in increased interaction between the student and the teaching material presented to him.

Computer-Assisted Instruction↗
PubMed1990

Evaluation of lectures on medical ethics through students' drawings.

The authors have encouraged medical students to express their impressions of and reactions to lectures on medical ethics by drawing illustrations on their attendance cards. This gives students a sense of participation in the lecture, and also it provides teachers with useful feedback concerning students' understanding of and interest in the subject.

Art↗
PubMed1996

Gender, status and 'powerless' speech: interactions of students and lecturers.

The present study investigated whether the use of 'powerless' speech was affected by role status, speaker's gender and gender of another participant. Fifty-two university lecturers and 156 students participated. Students were paired with a lecturer or student of the same or opposite sex. The findings placed a question mark over the link between powerless speech and individuals of low role status. Moreover, against hypothesis, speaker's gender and gender of partner did not affect the use of qualifiers or fillers, although they affected the use of tag questions and some types of hesitation. A qualitative analysis was also conducted which suggested that the powerless features were, in fact, multi-functional with respect to power. In addition, the importance of a variety of interactional techniques, such as credibility techniques, in the creation or negotiation of relational power was documented. As a whole, these findings highlight problems with the concept of 'powerless' speech, at least with respect to relational power.

Adult↗
PubMed1979

Sir William Weipers lecture. The limits to animal production.

The relationship between population and food supply was the subject of the 1979 Sir William Weipers lecture at the University of Glasgow on April 27 given by Sir Kenneth Blaxter of the Rowett Research Institute, Aberdeen. He considered the limits to agricultural production generally and to animal production in particular. A shortened version of his lecture is printed below.

Animal Husbandry↗
PubMed1994

Dr Henry Garland: the man, the myth, the legend, and the legacy. Garland Lecture from the 1991 California Radiological Society meeting.

In a century of American radiology, a relatively small number of radiologists have emerged as unquestioned leaders of the specialty. One of those was L. Henry Garland, late of San Francisco, whose multifaceted accomplishments and vigorous personality made him a significant contributor to advances in radiology during 3 decades. The Garland family has endowed an annual lecture at the meeting of the California Radiological Society. This essay is taken from the 1991 lecture, which was an assessment of Garland's significance.

California↗
PubMed2004

The role of the link lecturer in the perioperative environment.

As a result of the demise of the two-tier system of clinical teacher and lecturer, all teachers were assigned to clinical areas in which they facilitate the development of an educational milieu to support student learning in practice. This article highlights the role of the link lecturer within the perioperative environment. It focuses on how this multi-faceted position can assist students to link theory and practice, and addresses key issues relating to mentorship, clinical credibility and educational audit.

Clinical Competence↗
PubMed2006

A simple and effective protein folding activity suitable for large lectures.

This article describes a simple and inexpensive hands-on simulation of protein folding suitable for use in large lecture classes. This activity uses a minimum of parts, tools, and skill to simulate some of the fundamental principles of protein folding. The major concepts targeted are that proteins begin as linear polypeptides and fold to three-dimensional structures, noncovalent interactions drive this folding process, and the final folded shape of a protein depends on its amino acid sequence. At the start of the activity, students are given pieces of insulated wire from which they each construct and fold their own polypeptide. This activity was evaluated in three ways. A random sample of student-generated polypeptides collected after the activity shows that most students were able to create an appropriate structure. After this activity, students (n = 154) completed an open-ended survey. Their responses showed that more than three-quarters of the students learned one or more of the core concepts being demonstrated. Finally, a follow-up survey was conducted seven weeks after the activity; responses to this survey (n = 63) showed that a similar fraction of students still retained these key concepts. This activity should be useful in large introductory-level college biology or biochemistry lectures.

Biology↗
PubMed2002

Differences between students in problem-based and lecture-based curricula measured by clerkship performance ratings at the beginning of the third year.

BACKGROUND: Problem-based learning (PBL) is being incorporated into more medical curricula, but its influence on subsequent clinical performance remains unclear. PURPOSE: To determine if PBL leads to better scores for fund of knowledge or clinical problem-solving skills in required clerkships taken early in the 3rd year at Penn State College of Medicine. METHODS: Data were collected from 6 class years, for clinical clerkship subscores completed during the first 4 months of the 3rd year, of students completing 1 or 2 years in a PBL or traditional track. Clerkship scores were analyzed as individual clerkships and as the average across clerkships for each student. Statistical analysis included a comparison of clerkship scores between the 2 tracks; using a 2-sample t test, and calculation of effect sizes. A multiple regression model was also employed to adjust for age, gender, race, preadmission grade point average, and Medical College Admission Test (MCAT). RESULTS: Mean scores of individual clerkships taken by problem-based or lecture-based students differed significantly in some clerkships, but the effect size was small. The effect sizes for fund of knowledge for the 6 clerkships ranged from 0.20 to 0.41; for clinical problem-solving skills, they ranged from 0.26 to 0.39. These differences between the problem-based and lecture-based students were of the same magnitude as the difference at the start of medical school on the MCAT, namely d = 0.31. There was a trend toward higher effect sizes in students having 2 rather than 1 year of PBL, and in later iterations of the track. CONCLUSION: PBL effect size on students' scores for fund of knowledge and clinical problem-solving skills was small to moderate in various years.

Clinical Clerkship↗