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PubMedDate not supplied

Listening comprehension and recall abilities in adolescents with language-learning disabilities and without disabilities for social studies lectures.

Listening comprehension and recall abilities for social studies lectures were examined and compared in 20 adolescent males with language-learning disabilities (LLD) and 29 without disabilities (WD). Subjects viewed two social studies lectures with comparison and causation expository discourse structures and verbally responded to literal and inferential comprehension questions. Regardless of lecture type or question type, the group with LLD performed significantly more poorly than did the group WD. Both groups responded accurately to significantly more inferential questions for the causation lecture over the comparison lecture. Neither group demonstrated a significant difference with respect to their response accuracy for the literal questions across lecture types.

Adolescent↗
PubMed2001

Does the perception of downloading speed influence the evaluation of web-based lectures?

Medical schools put little emphasis upon education on public health, even though public health has played an important role in this century. One way to harness its benefit in order to improve global health in the 21st century is to globally share lectures on public health through the Internet. We have developed the Supercourse comprising of web-based learning modules on epidemiology in a standardized format with the size of each web page less than 10 kilobytes. A cross-sectional observational study was conducted to investigate the association of the perception of the access speed to Web-based lectures by teachers with their perception of lecture quality. There were 223 teachers who rated the lectures: 72% were from North America or Western Europe, 40% had taught epidemiology, and 14% reported that the speed of access was slow. Odds ratio of above-average rating among those who reported that the speed of access was fast relative to those who reported that the speed of access was slow was 4.25 (2.03-8.91; P = 0.001). The odds ratios were similar and significant after taking into account several other factors, including the variation of rating across lectures, region, and experiences in teaching epidemiology. The results indicate that the perception of the quality of Web-based lectures is related to the speed of access to a web page. The speed of access may be as important, if not more important, as the content itself. This suggests that, to share educational materials on the Web globally for teachers, one must consider not only the content, but also how people at local sites gain access to the Internet.

Cross-Sectional Studies↗
PubMedDate not supplied

Comparison of Internet versus lecture instructional methods for teaching nursing research.

Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

Computer-Assisted Instruction↗
PubMedDate not supplied

Application of the RealAudio package to computerized medical lectures.

We created a multimedia system to computerize past lectures using RealAudio software. Physicians, medical researchers and students can browse the contents of lecture slides and handouts with synchronous audio using the Internet. The audience can easily review the most interesting parts of lectures and medical students can listen to complete medical lectures from remote sites with narration and slide depiction, whenever convenient. We have created three multimedia programs; the memorial lecture of a professor's retirement, a new method of hand washing for surgical procedures and a lecture on medical informatics. The cost of this system and the results of the evaluation by medical students are described. The ease of using this application makes it a potentially valuable tool for clinicians and researchers.

Computer-Assisted Instruction↗
PubMed1983

Effects of three types of lecture notes on medical student achievement.

Two parallel studies were conducted with junior medical students to determine what influence the forms of lecture notes would have on learning. The three types of notes given to the students were: a comprehensive manuscript of the lecture containing text, tables, and figures; a partial handout which included some illustrations but required substantial annotation by the students; and a skeleton outline containing no data from the lecture. The students' knowledge about the subject was measured before the lecture, immediately after the lecture, two to four weeks later, and approximately three months later. The students' responses to questionnaires indicated a strong preference for very detained handouts as essential to preparation for examinations. By contract, the students' performances on tests generally were better for those who had received the partial or skeleton handout formats. This was particularly true for information presented during the last quarter of each lecture, when learning efficiency of the skeleton handout group increased while the other two handout groups exhibited learning fatigue. It was concluded that learning by medical students was improved when they recorded notes in class.

Achievement↗
PubMed1988

Learning human anatomy: does learning occur during a lecture?

Information uptake during a formal lecture was evaluated using a sample of 43 second-year medical students to whom a topic on human developmental anatomy was presented. The sample was divided into two groups: Blue (group B) (21 students) and Red (group R) (22 students). Prior to the lecture, a pre-test of 20 multiple choice questions was administered to each group. The lecture was then delivered over 50 minutes. Both in its preparation and presentation, the lecture conformed to the principles of programmed instruction. After a 10-minute students' question-and-answer session, a post-test was served. For group B, this was group R's pretest while group R, in turn, received group B's pretest. No question in the pre-test was repeated in the post-test. Intergroup comparisons of pre-test scores and of post-test scores revealed non-significant differences (P greater than 0.05), thus confirming that the pre- and the post-tests were of comparable difficulty. In each group, the mean post-test score was significantly higher than the pre-test score (P less than 0.001). The pooled scores indicated that the percentage mastery of material presented during the lecture increased from -1.8% to 58.4%. These results demonstrate that significant learning can occur during a lecture prepared and delivered in accordance with sound pedagogical principles.

Anatomy↗
PubMed2003

An innovative method to enhance interaction during lecture sessions.

The B. P. Koirala Institute of Health Sciences, Dharan, is following an innovative hybrid curriculum. Conventional lectures are replaced by "structured interactive sessions" (SIS). SIS involves increased interchange between teachers, students, and lecture contents by proper planning and organized efforts. It can promote active learning and heighten attention and motivation. The present study was conducted to enhance active interactions during such sessions. The students were divided into two groups and asked to come prepared for the lectures. Students were encouraged to ask questions and interact informally during lectures. A scoreboard was maintained, and student feedback was taken at the end of the lecture block. The entire student response was reduced to a student acceptability index (SAI). Our results show a statistically significant increase in interactions per student per day. A majority of the responses in the questionnaire and SAI were favorable. Specific comments and suggestions of students were also positive. These results show that simple innovative techniques enhance the interactions during a lecture session.

Cardiology↗
PubMed2000

Three approaches to use of questioning by clinical lecturers: a pilot study.

In the current health care climate nurses require very good problem solving and critical thinking skills. Questioning as a teaching strategy is viewed as one way to promote such student learning. Using a comparative descriptive quantitative and a qualitative approach, this pilot study investigated the types of questions asked of students by lecturers working within the preceptorship model in the clinical setting. A convenience sample of five volunteer nursing lecturers were tape recorded during their interactions with undergraduate students (n = 8). Initially two auditing approaches were used to analyse the interview data: relevant parts of Mogan and Warbinek's (1994) Observation of Nursing Teachers in Clinical Settings instrument (ONTICS Tool) and Craig and Page's (1981) conceptual framework as adapted by Sellappah, Hussey, Blackmore and McMurray (1998). The data were further analysed by qualitative content analysis. This study supported the findings of the ONTICS tool and Sellappah et al's framework that teachers asked predominantly directive style and low level questions. What the two approaches did not adequately capture was the complexity of the lecturers' questioning behaviours or the effects of contextual factors. The content analysis process however, identified three broad categories forming a model that effectively integrated aspects of the context of the lecturer/student interaction. It also represented lecturer questioning behaviours more comprehensively. The preliminary model offered has the potential to highlight the importance of lecturers asking questions that lead students to extend their thinking about practice. It could also contribute to student learning by assisting lecturers to understand the value and critical nature of their questioning and serve as a framework for staff development.

Education, Nursing, Baccalaureate↗
PubMed2001

Student performance and perceptions of a lecture-based course compared with the same course utilizing group discussion.

BACKGROUND AND PURPOSE: Self-directed learning is believed to be an important aspect of the reflective clinical practitioner. This study was a comparison of student learning and student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections of a course. SUBJECTS: Participants in this study were 170 physical therapist students in 3 sections of a physiology course in the first year of their professional program. METHODS: Course grades and the results of teacher-course evaluations were compared between a lecture section and an active learning section. The students in the original active learning section were reassessed 1 year later to determine their perceptions of the course. The differences were analyzed using Kruskal-Wallis and Mann-Whitney U tests. RESULTS: Course grades were higher in both active learning sections than in the lecture section. However, the students in both active learning sections perceived that they had learned less than students in the lecture section. Students' perceptions of course and instructor effectiveness were lower in the active learning sections than in the lecture section. There were no differences between the lecture and active learning sections on the students' perceptions of course difficulty. CONCLUSION AND DISCUSSION: Although they did better in the active learning environment, physical therapist students in a basic sciences course (physiology) in the first year of their professional program perceived that they had learned less in active learning courses. They also had lower perceptions of course and instructor quality.

Educational Measurement↗
PubMed1976

The lecture: increasing student learning.

This study involved a single lecture given to second-year medical students. Its purpose was to detemine whether significant learning of the lecture content could occur during the lecture. The author's criteria for "significant" learning was mastery of 75 percent of what he predetermined to be the important of "required" content plus T-test analysis of pretest-posttest learning. The class divided into Groups A and B. At the commencement of the lecture Group A took Test 1 as its pretest and Group B took Test 2. Immediately following the lecture Group A took Test 2 as its posttest and Group B took Test 1. Comparing Test 1 with Test 2 as pretests and again as posttest, they were not significantly different at the .05 level. However, Group A's posttest scores were significantly higher than its pretest scores (p less than .005). The same was found for Group B, with both groups' averaging over 90 percent mastery of the required content and demonstrating that significant learning occurred during the lecture.

Education, Medical, Undergraduate↗
PubMed1991

Individual differences in reactivity to and coping with the stress of lecturing.

The aim of this study was to evaluate the moderating effect of several psychologically and biologically defined characteristics for both psychological and physiological indices of reactivity to and coping with lecturing stress. Student teachers were measured in two standardized lecturing situations: once at the start of a three-month practice period and once at the end of this period. Reactivity was operationalized as an increase in heart rate, cortisol excretion and subjective anxiety responses in anticipation of and at the start of the lecture. Coping was operationalized as the attunement of these responses during, or recovery after lecturing (short term coping), and as the adaptation of these responses across the three-month practice period (long term coping). It was found that reactivity to and (particularly long term) coping with the lecturing stressor could well be predicted by moderators such as physical fitness, extraversion, neuroticism, social anxiety and several coping styles. Specificity of predictor sets for sex and response parameters is discussed.

Adaptation, Psychological↗
PubMed2002

The educational preparation of undergraduate nursing students in pharmacology: perceptions and experiences of lecturers and students.

This paper explores the perceptions and experiences of lecturers and undergraduate nursing students relating to teaching and learning issues in pharmacology. A total of 14 focus group interviews were conducted at 10 university settings, which involved seven academic staff and seven student interviews. The focus group interviewing method was used because it enabled all participants to have 'a say', facilitated the expression of diverse views, and allowed participants to express themselves without fear that their views would be openly criticised. Student participants comprised second and third year undergraduate nurses while lecturer participants involved course coordinators, subject coordinators, and bioscience and nursing lecturers. The 'framework' method was used for data analysis, which involved the following stages: familiarisation, identifying a thematic framework, indexing, charting, and finally, mapping and interpretation. Four major themes emerged from discussions with lecturers and students: teaching considerations, learning considerations, the relationship between pharmacology knowledge and clinical practice, and the features of an 'ideal' programme in pharmacology. The findings highlighted that potential conflicts existed among academic staff relating to the balance of pharmacology and nursing content in curricula, which often led to over-laden curricula. Potential conflicts also existed between lecturers and students about the value placed on a separate pharmacology subject as opposed to an integrated pharmacology programme. In summary, there is still much scope for educational initiatives to improve students' knowledge of pharmacology and medication management.

Adult↗
PubMed1999

Taiwanese nurses' appraisal of a lecture on spiritual care for patients in critical care units.

The purpose of this study is to develop a lecture on spiritual care for adult critical care trainees, and to evaluate the trainees' appraisal of the effectiveness of this lecture in preparing them to provide spiritual care for their clients in a critical care setting. A between-method triangulation research design encompassing a questionnaire and descriptive qualitative content analysis was used. A convenience sample consisting of 64 registered nurses who attended an adult critical care nurse training programme in a leading medical centre in northern Taiwan were invited to participate in this study. A total of 64 female participants completed the questionnaire. Ninety-two per cent (59) of the subjects considered the lecture on spiritual care to be helpful in assisting them to provide holistic care for critically ill patients in the Intensive Care Unit (ICU). Three types of help were identified by the subjects: (1) help in clarifying the abstract concepts related to spiritual care (86%); (2) help in self-disclosing the nurses' personal beliefs and values regarding life goals, nursing, and spiritual needs (67%); (3) help in learning how to provide spiritual care to patients in a critical care setting (34%). Twenty per cent of the subjects thought that inclusion of the following content in the lecture would have been helpful to provide a more comprehensive picture of spiritual care: religious practices and rituals (11%); the culturally bonded nursing care plan (9%); the development of human spirituality (3%); patients' families' spiritual needs in the ICU (3%); and resources for nurses in providing spiritual care (2%). Thirteen per cent of the subjects suggested that the instructor might employ the following strategies to improve the quality of teaching: providing more empirical examples (5%); discussion with the students in classes of smaller size following the lecture or extending the instruction time (5%); and providing a syllabus with detailed information (3%).

Adult↗
PubMed1995

Stage hypnosis and public lecture effects on attitudes and beliefs regarding hypnosis.

Stage hypnosis shows, designed to entertain and amaze, and public lectures, designed to explain and educate, provide dramatically different introductions to hypnosis. This study examined how audience members' attitudes and beliefs regarding hypnosis are affected by these two different experiences. Two hundred and five college students completed pretest measures before either watching a stage hypnosis show, or attending a lecture on hypnosis, or participating in a control group. Subjects completed posttest measures between one to three weeks later. Both the stage hypnosis show and the lecture increased attendees' motivation to use hypnosis in treatment and decreased their belief that hypnotizability reflects lower intelligence. Moreover, the lecture also increased beliefs that hypnotizability reflects creativity and inner strength. Finally, while the lecture reduced the belief that a hypnotized person is robotlike and automatically acts on all suggestions, the stage hypnosis show increased this attitude among its audience members.

Attitude↗
PubMed1994

The use of videotaped lectures in surgical oncology fellowship education.

A video library of surgical oncology topics was initiated in 1991 as an educational forum for fellows in a surgical oncology training program. First-year and second-year fellows presented formal medical lectures on specific surgical oncology topics that were based on a comprehensive literature review. An abstract of the discussion, a list of references, and a copy of the presented slides were submitted at the time of presentation of each lecture. The lectures were videotaped in front of an audience made up of faculty and fellows of the Department of Surgical Oncology, The videotapes were subsequently edited to incorporate the presented slides, and these versions were shown separately to allow critique of presentation style and content by the faculty and the fellows within the Department. Nineteen videotaped presentations from academic years 1991-1992 and 1992-1993 were evaluated. These videotaped lectures are an informational resource, and, of equal importance, they provide an assessible record for self-analysis of lecturing technique and effectiveness.

Audiovisual Aids↗
PubMed1993

U.S. medical schools' valuing of curriculum time: self-directed learning versus lectures.

BACKGROUND: As medical schools implement curriculum changes to address the relevancy of medical education to today's health care needs, examining schools' grading systems and their valuing of curriculum hours has become a priority. METHOD: In 1991-92 all 126 U.S. medical schools were surveyed regarding various issues related to the schools' grading systems and valuing of curriculum time, including the ways in which the schools achieved a balance between lectures and self-directed learning activities. RESULTS: A total of 122 schools responded. Forty-eight schools calculated grade-point averages and used them to compute and publish class ranks; 72 published grade-point averages. Fifty schools reported curriculum revisions that decreased lecture hours, incorporated small-group discussion, or used problem-based learning and/or assessments using standardized patients. These 50 schools fell into four categories: had a system to balance lecture time and self-directed learning (11 schools); were moving toward such a system (27 schools); had tried but failed to balance lecture time and self-directed learning (one school); and had no policy to achieve a balance (11 schools). CONCLUSION: The survey results indicate that most schools have not established systems for the valuing of curriculum time that include balancing values for lecture time and values for self-directed learning. If needed curriculum reforms are to be implemented effectively, they must be valued meaningfully.

Curriculum↗
PubMed1992

Diagnostic image use by nonradiologist lecturers in an introductory clinical medicine course.

RATIONALE AND OBJECTIVES: A curriculum-tracking study was designed to determine the type and amount of diagnostic imaging used by nonradiologists teaching an Introduction to Clinical Medicine (ICM) course to second-year medical students. METHODS: Two second-year medical students independently recorded the type and number of images shown, the length of the lecture, the departmental affiliation of the lecturer, and the amount of time devoted to either didactic radiology or radiologic images during each of 288 lectures in the 1990 ICM course. RESULTS: A total of 35.2% of the lectures presented some type of diagnostic image, and 7.0% of all lecture time was devoted to radiology. No mammography or diagnostic nonangiographic interventional images were shown. CONCLUSIONS: The results suggest that a more consistent and uniform presentation of diagnostic images across disciplines is required, emphasizing the need for more coordination of radiology instruction through consultation with the Department of Radiology.

Clinical Medicine↗
PubMed1979

Are audiotapes cheaper than lectures?

First year pre-clinical medical students were taught about blood grouping and haemostasis using four audiotapes and associated booklets as the sole method of formal instruction. The audiotapes were readily accepted by the great majority of students as a replacement for lectures and those who listened to the tapes scored significantly higher in a multiple choice test 10 months later than did a previous years's student who had covered the same topics by means of lectures. If booklets are provided for each student, tapes are more expensive than lectures in terms of the time and running costs involved. By contrast, if booklets are sold or made available on loan with the audiotapes, then costs become equivalent when tapes are distributed to four to six average-sized medical schools and become increasingly cheaper as the number distributed increases. Other less readily quantifiable benefits of audiotape learning are discussed and it is concluded that in terms of both costs and effectiveness of learning, audiotapes can usefully replace a proportion of lectures in a conventional course. Consideration should be given to the provision of more space for audiotape tuition and less for formal lectures.

Audiovisual Aids↗