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Results for “Lecture”

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PubMed1999

Lecture as a mode of instruction in undergraduate medical education.

OBJECTIVE: This study was carried out to determine the place of lecture as a mode of instruction in undergraduate medical education by examining the views of the students about some selected aspects of the lecturing sessions and their ability to recall the varying percentages of the content of the delivered lecture after a specified period of time. METHODS: An observational cross sectional study was carried out in which the final year students of Fatima Jinnah Medical College for Women, Lahore belonging to sessions 1995-1996 and 1996-1997 participated. The study comprised of two parts; first was administration of a questionnaire containing the questions regarding students' opinions about the lectures attended, duration of lecturing sessions and comparison between lecture and clinical classes. The second part consisted of two surprise tests examining the ability of the students to recall the subject taught in a particular lecture after one week and one month intervals. RESULTS: According to 74% students lecturing sessions were not beneficial. Only 12% students remained attentive throughout the lecture their reason being ineffective and boring presentations and 55% participants wanted the existing duration of the lecture period to be halved. Clinical sessions were considered to be superior by 79% respondents. About 34% to 35% students could recall more than 50% of the content of the delivered lecture after one week and 20% were able to do so after one month. CONCLUSION: Consideration should be given to the feedback received and follow up studies should be carried out so that appropriate changes in the curriculum could be induced in order to ensure the effectiveness of the lecture and to avoid wastage of resources and time and to justify the place of lecture as a mode of instruction in undergraduate medical education.

Cross-Sectional Studies↗
PubMed1992

Lecture practices in United States anesthesiology residencies.

We obtained data on lecture practices from 100 of the 110 university-affiliated anesthesiology residency programs certified in the United States in 1988. Of these residency programs, 36% had a majority of their lectures before the operating room schedule began, 57% had no lectures at all in this early time slot, and 78% had morning lectures at least once a week in conjunction with a delayed operating room start. Seventy-one percent of programs had one or more afternoon lectures each week. An attendance of more than 80% was reported in 66% of the programs for morning lectures and in 50% of the programs for afternoon lectures, which is a significant difference. Aggregate pass rates on the American Board of Anesthesiology written examinations in 1987 and 1988 correlated significantly with morning-lecture attendance, but not with afternoon-lecture attendance, number of lecture days per week, or mandatory lecture attendance. These findings suggest the need for further study and definition of the role of lectures in resident education in anesthesiology.

Anesthesiology↗
PubMed2001

Evaluation of problem-based learning: a lecturer's perspective.

INTRODUCTION: The exponential growth in medical/dental knowledge and the ever-expanding influence and sophistication of information technologies have placed a burden of responsibilities on dental educators to fashion out a curriculum that can prepare students to face the coming challenges in the new millennium. Consequently, a curriculum reform took place in the Faculty of Dentistry, National University of Singapore in 1997. Problem-based learning (PBL) was first introduced to the Faculty in 1996 as a pilot project to the 4th year. The purpose of this project was to evaluate the 4-year experience in PBL teaching and learning from the lecturers' point of view. MATERIALS AND METHODS: All 12 lecturers, who had been involved in the PBL teaching, participated in this questionnaire survey, which was composed of 17 questions with a 5-digit Likert scale. Data analysis was carried out using the Spearman's correlation, t-test, and the Mann-Whitney U test. RESULTS: Six female, 5 male and 1 unidentified lecturers were recruited into this survey with a 100% response rate. In general, lecturers learned more in teaching PBL and significantly took pleasure in the interactive learning and self-directed learning modes inherent to PBL (P = 0.004). Compared to the male lecturers, female lecturers had a greater propensity to feel that PBL teaching might not be cost-effective (P = 0.03). Senior lecturers felt more fulfilled compared with the younger ones (P = 0.026). Those lecturers who enjoyed the interactive learning experience in PBL seemed to like the self-directed learning and felt more fulfilled through teaching PBL compared to the traditional teaching (TT) (P < 0.01). They also felt that PBL may be cost-effective (P < 0.01). Lecturers did not have difficulties in being a facilitator (P = 0.04). Interestingly, lecturers who found difficulties in being a facilitator for the PBL class seemed to learn more in teaching PBL classes than in TT (P < 0.05). Overall, lecturers would like to suggest more PBL to be incorporated into the curriculum (P = 0.02). Nevertheless, lecturers were concerned about the knowledge gaps in students learning with PBL (P = 0.01) and the time constraint of students (P = 0.002). CONCLUSION: The results of this study reveal the pros and cons of the current PBL teaching method and may thus provide proper guidelines to shape the further development of PBL in our faculty.

Age Factors↗
PubMed2000

Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas.

Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas The integration of nurse education with higher education in the United Kingdom, has highlighted an uncertainty over the clinical role of nurse lecturers. Although benefits have been identified from lecturers maintaining strong links with clinical practice, the evidence suggests that nurse lecturer participation in practice areas is limited. This paper reports a strategy for developing the clinical role of the nurse lecturer through collaborating with practitioners in teaching and research. An action research project designed to implement and evaluate a teaching programme for pre-registration nursing students was developed. The research aimed to evaluate the programme and identify the benefits for students, practitioners and the nurse lecturer in collaborating in teaching on the programme. Ethical approval was granted from the local research ethics committee. Data were collected in three ways: questionnaires to 17 students; focused interviews with nine practitioners; and analysis of the reflective diary kept by the lecturer. Findings identified the success of the teaching programme and also revealed substantial benefits for students, practitioners and the lecturer. Selected findings are used to demonstrate how the liaison, teaching, clinical practice and research elements of the nurse lecturer's clinical role could be developed. The project was small scale and grounded within a specific context and thus may not be applicable to other settings. However, it is suggested that collaboration between nurse educationalists and practitioners in this way offers a potential model for developing the clinical role of the nurse lecturer.

Attitude of Health Personnel↗