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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↗
PubMed2003

Effectiveness and student perceptions of standardized radiology clerkship lectures: a comparison between resident and attending radiologist performances.

RATIONALE AND OBJECTIVES: The authors' objective in this study was to determine whether radiology residents can effectively substitute for attending radiologists in delivering standardized lectures to medical students, without a decline in student performance on examinations or perception of the clerkship lectures. MATERIALS AND METHODS: Between September 2001 and July 2002, 40 3rd- and 4th-year medical students in the radiology clerkship at Rhode Island Hospital were given 11 standardized PowerPoint presentations. Half of the students were lectured by attending radiologists, and the other half were given the same lectures by radiology residents. At the end of each lecture, students completed surveys regarding their perceptions of the lecture. At the end of each clerkship, a written examination was administered to the students. The results of the surveys and the written examinations were then analyzed to determine whether there were significant differences between the perceptions and performances of these two student groups. RESULTS: There was no significant difference regarding the perceived overall lecture quality and no significant difference in final examination performance between the two student groups. Lectures by residents were perceived as having an environment in which students felt more comfortable asking questions. Attending radiologist lecturers, however, were perceived to have a greater ability to answer student questions, as well as to ask more appropriate questions of students. CONCLUSION: Radiology residents were as effective overall as attending radiologists at presenting standardized lecture material to medical students, with no difference in student perception of overall lecture quality or in student performance on examinations.

Clinical Clerkship↗
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↗
PubMed2000

The nature and purpose of the role of the nurse lecturer in practice settings.

This paper examines the role of lecturers in nursing in pre-registration education. It focuses on the nature and purpose of the nurse lecturer's contribution in the practice setting, with particular emphasis on the issues surrounding clinical credibility. This is particularly pertinent in the light of current recommendations, which emphasise the importance of clinical learning in pre-registration education programmes. The purpose of the lecturer's role in clinical practice settings is ill defined. This lack of clear consensus regarding the expected outcomes for lecturers (in practice), leads to difficulty outlining what they should do in practice settings. Although lecturers accept that they have an important part to play in maximizing the learning opportunities for students in both university and practice settings, they are less clear about how this should be achieved in the latter. This paper argues that: It is opportune to examine and realign the lecturers contribution in practice settings given that there has been a shift in the responsibility for clinical learning; nurse education is now embedded in the higher education sector and there is a need for a greater emphasis on practice development. Clinical credibility for lecturers is about the development of nursing practice through education which is not always achieved by 'hands on' care. For example, assisting nurses in a ward area to develop expertise in evidence based practice may not involve 'hands on' care giving but does involve being conversant with current research and practice issues. The lecturer's expertise in practice settings is in teaching and facilitating learning, rather than direct care giving. No one common model for practice may be either feasible or desirable. However, it is important that nurse lecturers do not follow a particular approach because the debate about the nurse lecturer's role in practice settings fails to acknowledge the strengths and weaknesses of each model. It is important that the approach is based on sound rationale.

Clinical Competence↗
PubMed1984

Effects of lecture information density on medical student achievement.

With the virtual explosion of biomedical information, the medical educator regularly faces a quandary regarding how much to include in the medical curriculum. Opinions differ regarding how much of the available information on a particular topic should be presented in a medical school lecture. To understand better the effect of lecture information density on learning by medical students, one of the authors gave a basic clinical lecture only or clinical lectures with varying amounts of semirelated information. Tests which measured only retention of the basic material were given before lecture attendance, immediately after the lecture, and 15 days later. The results indicated that increasing the information density of a lecture reduced retention of the basic information. The memory loss apparently was due to information presented late in the lecture displacing facts learned by the students earlier in the same hour. The data suggest that lectures to medical students are more effective aids to learning when the information density is limited to a few main points that are "essential to know."

Achievement↗
PubMed1995

A required trauma lecture series for junior medical students.

OBJECTIVE: The lecture series portion of the Advanced Trauma Life Support Course is taught by full-time surgical faculty as part of the orientation process for an 8-week required surgery clerkship for third-year medical students at the University of Louisville School of Medicine. The objective of this study was to assess the effect of this lecture series on student learning and retention. MATERIALS AND METHODS: A pre- and post-lecture series test and control group design was used. Complete data were obtained on 299 students in 15 consecutive rotations. MEASUREMENTS AND MAIN RESULTS: Those students who attended the lecture series achieved a significantly higher score on the post-lecture series test than did the control group (70% vs. 53%). The long-term retention of the material, as measured by a delayed post-lecture series test 7-weeks after the lectures occurred, was high. CONCLUSIONS: The data indicate that the ATLS lecture series alone results in gains in knowledge for junior medical students. We believe that these data indicate that ATLS lectures should be adopted as a minimum requirement for teaching trauma principles in all medical schools.

Clinical Clerkship↗
PubMed2001

Problem-based learning within endocrine physiology lectures.

Methods were needed to improve the interest of medical students in the 10-lecture Endocrine Physiology block at the end of the second semester of study. Other incentives for improvement included the possibility of attracting students into endocrine research electives and the pressure to improve teaching approaches that results from the high tuition they pay. The principal approach adopted was that of whole class problem-based learning sessions (PBLS) in which the lecture period begins with a brief overview of one to three simplified cases, followed by the usual didactic lecture. At the end of the lecture, each PBL case is read in detail, with several questions posed to the students. Their answers are then used to reinforce concepts from the lecture material. This method can also provide some continuity between lectures, either by using a case in several lectures to illustrate different points, or by posing a question at the beginning of class that illustrates a point from the prior lecture. The outcome of this approach has been very successful: student evaluations of the lecture block and their attendance have significantly improved.

Curriculum↗
PubMed2001

The evaluation of a workshop to promote interactive lecturing.

BACKGROUND: The lecture is the most widely used method of teaching in medical education. Although effective lecturing has been described in the literature, many question whether problem-solving skills or attitudes can be transmitted using the traditional lecture. Introducing interactive techniques can promote learner participation and, as a result, can lead to a higher level of learning. This article assesses the effectiveness of interactive learning. DESCRIPTION: A 4-hr workshop has been offered for 4 consecutive years to faculty members in the Faculty of Medicine at McGill University to allow participants to explore interactive techniques and incorporate them into their lectures. For this study, an evaluation was conducted of the workshop given in Spring 1996. The experimental group consisted of the first 60 faculty members to register for the workshop, and the comparison group comprised the 40 individuals on the waiting list. Three instruments were used in the evaluation. An immediate postworkshop questionnaire was completed by the participants. Six months after the session, a 6-month postworkshop questionnaire was completed by the experimental and comparison groups that explored the use of interactive lecturing techniques since the workshop. In addition, 23 individuals from the experimental group and 14 from the comparison group were videotaped 6 months after the session and were scored on a videotape observational grid by an independent rater. EVALUATION: Overall, the workshop was deemed very useful by the majority of the participants. On the 6-month postworkshop questionnaire, the only difference found in the demographic data between the 2 groups was in the number of years of teaching experience. The experimental group had given more interactive lectures over the past 6 months and had used more audience responses, certain types of questions, audience surveys, live interviews, verbal and written cases, and study guides. From the videotape observational data, the experimental group scored higher in questioning and engaging the audience, and in using nonverbal gestures. As well, this group received higher ratings for their interactivity and for the students' responsiveness. CONCLUSIONS: Interactive lectures can increase student participation and involvement in the large class lecture. This 4-hr workshop, designed to promote the use of interactive lecturing techniques, can be considered successful based on self-reports from participants as well as from observational data.

Analysis of Variance↗
PubMed1995

Learning as a function of lecture length.

BACKGROUND: The purpose of this study was to compare the learning of family practice residents after lectures of differing lengths (either 20 or 50 minutes' duration). Immediate and delayed recall were measured by written quizzes administered at the conclusion of each lecture and 2 weeks later. METHODS: A total of 390 quizzes, 220 immediate and 170 delayed, were completed by residents from all three year groups attending didactic lectures as part of the regular training program curriculum at Naval Hospital Jacksonville. The completed quizzes were divided almost equally between 20- and 50-minute lectures. RESULTS: No significant difference was found when the Student's t test was used to compare the quiz scores following the contrasting lecture lengths at either the immediate post-lecture period (P = .294) or 2 weeks later (P = .5443). CONCLUSION: This study shows that a 20-minute lecture was equal to the classic 50-minute lecture in terms of information retained by residents. If future studies confirm this study's findings, medical educators will need to reevaluate the length of lectures to improve efficiency of teaching.

Family Practice↗
PubMedDate not supplied

Lecture skills in medical education.

The lecture is the most common method of transmitting information in medical schools and continuing medical education. In recent years this educational method has received considerable criticism because of poor lecturers and poor learning. The major advantage of the lecture is the ability to teach pertinent up-to-date information in an efficient manner. The major limitation is the passivity of the method with the teacher speaking and the listener passively receiving the material with considerable opportunity to be bored. The effective techniques of lecturing are: 1) environment aids learning: 2) an introduction perks interest; 3) stating objectives helps audience to respond analytically; 4) outlining a lecture helps clear thinking; 5) non-verbal behavior increases learning; 6) use of voice shows interest and clarity; 7) content is understood if it fits objectives; 8) organized lecture fits the time available; 9) visual aids used should be clear and understandable; 10) a summary helps to retain what is learned; 11) closure should be upbeat and should restate objectives; 12) questions should be answered succinctly. The medical lecturer can improve his skills by studying them, rehearsing while being observed by colleagues and by performing a self-analysis of video-taped lectures.

Communication↗
PubMed1994

Lectures by neurosurgery and neurology faculty at U.S. medical schools.

The lecture activity of neurology and neurosurgery faculty at allopathic medical schools during the academic years 1985-1986 through 1987-1988 was surveyed. Lectures were categorized into three combinations for analysis: first- and second-year basic science, first- and second-year clinical, and third- and fourth-year clinical lectures. Both faculties delivered more hours of clinical than basic science lectures, and this held true at most schools. Neurology provided lectures at more schools in each of these categories, as well as offering more hours of lecture per student (school medians: 11.5, 18.0, 13.8) than did neurosurgery (school medians: 6.0, 5.5, 8.0). However, neurology faculty number two-and-a-half times neurosurgery faculty. Lectures given per teaching neurology faculty member (12.2) averaged approximately the same as per teaching neurosurgery faculty member (11.5). Increased exposure to the lectures of neurology or neurosurgery faculty did not increase subsequent student enrollment in a first clinical clerkship in that discipline when students had a choice of clerkships.

Clinical Clerkship↗
PubMed2002

Co-opting colleagues: appropriating Dobzhansky's 1936 lectures at Columbia.

This paper clarifies the chronology surrounding the population geneticist Theodosius Dobzhansky's 1937 book, Genetics and the Origin of Species. Most historians assume (a) Dobzhansky's book began as a series of 'Jesup lectures,' sponsored by the Department of Zoology at Columbia University in 1936, and (b) before these lectures were given, Dobzhansky knew he would produce a volume for the Columbia Biological Series (CBS). Archival evidence forces a rejection of both assumptions. Dobzhansky's 1936 Columbia lectures were not Jesup lectures. The book he intended to write from his lectures began as a stand-alone text in evolutionary genetics; the CBS had been defunct since 1910. In May 1937 - seven months after Dobzhansky's Columbia lectures - Leslie Dunn lobbied Columbia University to revive the CBS and the Jesup lecture series. He then quietly back dated, naming Dobzhansky a Jesup lecturer and co-opting his book manuscript as the first volume in the revived CBS. A detailed chronology of this 1936-1937 period is provided. This relocates the CBS and Jesup revivals within the narrow context of zoology at Columbia University. These helped Dunn and colleagues define cutting edges and define themselves as managers and promoters of those edges.

Biological Evolution↗
PubMed1998

Lecturer practitioners: a literature review.

Much of the existing literature on lecturer practitioners to date is comprised of the perspectives of individuals within the role and how they function in their specific setting. It is surprisingly difficult from this work, however, to define the role of lecturer practitioner. The authors were commissioned by a regional health authority to undertake a study of lecturer practitioners within that region. In the process of undertaking this study, a literature review was carried out. Whilst the authors found an abundance of literature surrounding the theory and practice gap, and the development of the lecturer practitioner role as one possible solution, they were not able to find a comprehensive review of the multifaceted aspects of the lecturer practitioner role. This paper is an attempt to provide such a review, and will address the following aspects: the need for lecturer practitioners; their origin within nursing and midwifery education; the development of the lecturer practitioner role; the debate surrounding academic and clinical credibility; and finally, the current situation for lecturer practitioners.

Clinical Competence↗
PubMed1987

Stress in student teachers during real and simulated standardized lectures.

This study describes and compares the intensity of stress responses, both psychologically and physiologically, to a real and a simulated stressor. The real stressor involved lecturing to a class of students in a post-secondary institution during a practice teaching course. The simulated stressor was a simulated, standardized lecture given in a lecture room to 6 fellow students and 2 members of the university staff. To gain insight into the intensity of the stress responses, the measurements took place before, during, and after lecturing. The adaptation to the stressor after a teaching practice period in which the student teacher gave at least 20 lectures was also studied. Subjective anxiety scores were obtained in both situations from 26 subjects. For 12 of these subjects, heart rate responses were also obtained. The psychological and physiological data indicated that lecturing imposes a severe load on the student teacher, especially at the beginning of the teaching experience. At the end of the practice course, all stress indices showed lower values. Heart rate and subjective anxiety scores indicated that the standardized lecture is experienced as more ego threatening than the real lecture.

Adaptation, Psychological↗
PubMed1991

The validity of lecturer ratings by students and trained observers.

This study sought to determine to what degree student ratings of specific lecturer characteristics relate to trained observer ratings of such characteristics and to identify the distinguishing delivery characteristics of highly rated lecturers. The 15 lowest-rated lecturers and the 15 highest-rated lecturers, based on the mean ratings of students from two consecutive years (1982 and 1983) in a large multi-instructor course, served as the target group. Blinded non-student raters observed the lectures in 1984 (two per lecture) and completed quantitative and qualitative forms. For all six subscores from the quantitative form, statistically significant differences between the lecturers given the highest and lowest ratings were obtained. It is concluded that the students' ratings were stable across the three years; the independent observers discriminated between the lecturers the students rated the highest and the lowest; voice presentation characteristics discriminated the most effectively; and nonmedical non-student observers are potentially a useful source of information regarding faculty teaching skills.

Education, Medical, Undergraduate↗
PubMed1982

Recall of lecture information: a question of what, when and where.

In this paper we report on a study in which both immediate and long-term (4-month delay) recall of lecture information was tested in a group of preclinical medical students. Comparisons were made of the recall of visually and verbally presented lecture information and of information presented during different time periods in the lecture. A clear superiority of visual information over verbal information was found in both immediate and long-term recall. Information presented between the fifteenth and thirtieth minutes of the lecture was recalled best whereas the worst recall was found for information presented in the first 15 minutes. The seating position of the student in the lecture theatre was also found to be associated with the level of immediate recall but this may be a reflection of motivational factors which determine where students choose to sit rather than of seating position per se. The overall pattern of results indicate that the level of recall of lecture information by medical students is therefore a function of what type of information is presented, when during the lecture it is presented and where the student sits in the lecture theatre.

Education, Medical, Undergraduate↗
PubMed2000

[On line ophthalmologic education. Live transfers and on demand lectures via Internet].

Continuing medical education for ophthalmologist is important and demanded from the board of ophthalmic organizations. The use of new multimedia possibilities provided by the internet, offers an alternative to acquire the training sessions requested by the board. Aim of the paper is to show the efforts made, to place an internet-based training website for ophthalmologists by transferring live ophthalmology events via the internet. The live-transfers of selected lectures is realized by transferring the original sound compatible to the software "Real-Audio-Player" with an rate of 8000 Hz (encoding-depth 14 bits). By using this software it is possible to follow the lectures live. It includes also 2 live-pictures of 2 digital camcorders to show the appropriate slides from the lecturer. The live broadcasted lectures were afterwards revised and are available at any time as "on-demand lectures" with original sound and slides. Since November 1997, 15 continuing medical education events for ophthalmologists of the University Erlangen-Nürnberg, Germany and from other universities were live broadcasted covering all aspects of phthalmology can be viewed as "on-demand lectures" with original-sound and slides under the internet-addresse http:¿www.onjoph.com/deutsch/live.html. The broadcasted events of workshops were watched via the internet with the appropriate software by 3500 persons, and approximately 5200 persons were listening at least one of the lectures since 1997.

Education, Medical, Continuing↗