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PubMed2000

[Attitude of seniors to rationing in health care--before and after a lecture series].

UNLABELLED: Prior to the first lecture in the public series of lectures entitled "Rationing of Health Care: Are Elderly the Victims?" and before a lecture given to a Senior Citizens Association on the same subject, all participants were polled. The polling was repeated at the end of the lecture series. The initial participation totalled 69 with two-thirds women, average age 64 years (50% were from the health care or social welfare sector), and 57 retired business people (50% women). At the end, there were 45 listeners (average age 65 years), with 30 taking part in both surveys. The majority believed that rationing is already taking place, only 1/6 rejected such measures in principle. When asked, nearly all those surveyed were in favor of quality of life after treatment and life expectancy as criteria for the right to medical services. Personal criteria, such as nationality, social role, self-related causes and calendar age were rejected by the majority, although less clearly by the business people than by the general participants. This rejection became more marked after the lecture series. Those surveyed gave various specific judgements on decisions about the complex allocation of resources and favored decision-making by patients themselves unless they were senile. A large minority were opposed to very elderly patients making decisions themselves, even if they were not senile. CONCLUSION: The elderly persons polled demand that all rationalization measures be exploited before rationing is implemented. Rationing criteria must be of a universal nature and borne by the general public.

Adult↗

PubMed1993

[Honorary lecturers in dentistry (1848-1951)].

On the Faculty of Medicine of Pest, respectively Budapest University, were 29 honorary lecturer dentists between 1848 and 1951. On the Faculties of Medicine of Universities of Kolozsvár, Szeged, Debrecen and Pécs there were 8 honorary lecturer dentists. In 1951 the communist regime abolished the institution of honorary lecturer and forbade honorary lecturers from using their titles. The paper lists the data of Hungarian honorary lecturer dentists.

Education, Dental↗

PubMed1996

[Windmill principle versus clockwork principle--tradition and interaction in academic lectures. A. N. S. A. Radiologica].

In reply to depersonalization of teaching, students hiding behind anonymity and their decreasing effective presence in campus life, academic teaching has to become practice-oriented, attractive and at least more effective. The traditional teacher-based lecture competes with student-centered and issue-related academic events like problem-based learning, thus, concerning student-teacher interaction. The model of a clockwork represents the components of a traditional lecture. The model of a windmill is suitable for explaining synergistic effects in scope and experience during an interaction concerned lecture. An example of student-teacher interaction and students' activation even in a preclinical course of lectures on anatomy and radiology is given. A high response and acceptance of the lecture is assured by structure-and process-oriented features.

Anatomy↗

PubMed2003

Bernard Brouwer's lecture tours in the United States (1926 and 1933).

Bernard Brouwer (1881-1949), the first ordinary professor of neurology in the Netherlands and a man of prominent stature among continental neurologists, was invited to read lectures at several university clinics in the United States in 1926 and 1933. In this article, we describe Brouwer's impressions from these tours to obtain a view of US neurology in the 1920s and 1930s compared with the state of Dutch neurology. We studied Brouwer's reports of the lecture tours and pertinent materials obtained from several institutes in the United States where he lectured. Brouwer read the Herter Lectures at The Johns Hopkins University (Baltimore, Md) in April 1926 and subsequently visited several American cities. His second tour was by invitation from the Association for Research in Nervous and Mental Disease in New York, NY (1933), and he accepted invitations to visit New Haven, Conn; Boston, Mass; and Montreal, Quebec. According to Brouwer, neuroanatomy in the United States was studied on a wider experimental basis than in Europe. American colleagues, frequently working in teams, tended to have their theoretical-scientific work led by direct practical results. The scientific level among various universities ranged more widely than in the Netherlands, where the levels were homogeneous. In the United States, Brouwer encountered a general willingness to engage in scientific investigations, usually manifesting already in young students and residents, their inquisitive minds being stimulated early. His US colleagues had more assistants in the clinics and laboratories than those in the Netherlands. American neurologists were particularly interested in the anatomic and physiologic features of the meninges and cerebrospinal fluid circulation. American neurosurgeons were vastly advanced in neurosurgery.

History, 20th Century↗

PubMed1995

A comparison of educational interventions. Multimedia textbook, standard lecture, and printed textbook.

OBJECTIVE: To compare the instructional effectiveness and efficiency of a pediatric multimedia textbook (MMTB) with that of a standard lecture and of a printed textbook in a prospective, interinstitutional study. DESIGN: Randomized, prospective cohort. SETTINGS: An urban and a rural medical school affiliated with tertiary care hospitals. POPULATION: Third- and fourth-year medical students from June 1992 to June 1993. INTERVENTIONS/OUTCOME MEASURES: Students were randomized to one of four treatment groups: (1) computer-aided instruction with MMTBs (n = 39), (2) traditional lecture (n = 39), (3) printed textbook (n = 39), or (4) a control group (n = 62). Only the control group was pretested. Following their randomized instruction, all groups were tested via a 26-question multiple-choice test. Statistical analysis was accomplished by analysis of variance of mean post-test scores. The amount of time that students spent with each educational intervention was recorded. RESULTS: Three hundred two students were eligible for the study, 267 entered the study, and 179 completed the study. The instructional effectiveness of the MMTB was greater than that of the lecture (P < .05), and it was the same as that of the printed textbook. All instructional methods were more effective than the control group (P < .05). The instructional efficiency of the MMTB was equal to that of the lecture and of the printed textbook. The subjective response to the MMTB instruction was positive. CONCLUSION: The MMTBs constitute an educationally sound alternative instructional method and have a promising future in medical education.

Adult↗

PubMed1995

The impact of a lecture on AIDS on knowledge, attitudes and beliefs of male school-age adolescents in the Asir Region of southwestern Saudi Arabia.

The aim of this study was to assess the levels of knowledge, attitudes and beliefs and AIDS among secondary school students in the Asir Region of Southwestern Saudi Arabia, and to assess the impact of a one-session AIDS education lecture given in some schools in the region during World AIDS Day, December 1992. An Arabic version of a previously reported self-administered questionnaire including factual and attitudinal items about AIDS was constructed. The questionnaire was given to two randomly selected groups of students; an experimental group of 335 students who had been exposed to a one-session lecture program about AIDS, and a control group of 503 students not previously exposed to the lecture. The results showed marked variability in correct responses to various specific items within and between groups. However, overall, 65% of the experimental group and 63% of the control group gave correct responses (P=0.517). Both groups were particularly less aware that casual contact cannot spread AIDS. However, fear of getting AIDS was significantly less among the experimental than among the control group (47% versus 58%, P = 0.011). Student knowledge about AIDS is inadequate, and the impact of an isolated one-session AIDS education lecture is less than satisfactory. AIDS education through a comprehensive school health program is recommended.

Acquired Immunodeficiency Syndrome↗

PubMed1998

Current educational reforms in nursing in the United Kingdom and their impact on the role of nursing lecturers in practice: a case study approach.

This paper explores major developments in nurse education in the UK in the last 5 years and examines their impact on the role of nursing lecturers in practice. It builds upon the findings of an earlier study that described significant changes in the UK in the role and work of nurse teachers resulting from Project 2000 initiatives. Empirical data were collected over a 2.5-year period, through observations of student-teacher interaction and in-depth interviews with experienced nurse teachers and senior health professionals (n = 41). A case study approach using qualitative techniques was adapted for the study. The results of the study showed that, in the light of current educational reforms, nursing lecturers were expected to maintain closer links with the service sector and spend more time on clinical teaching and learner contact. Also considered important was the need for nursing lecturers to support clinical staff in creating an effective learning environment. Using the findings of the study, the author has mapped what was perceived to be the development of an effective model for the role of nursing lecturers in practice: a model that reflects the expected changes to a higher educational environment.

Clinical Competence↗

PubMed1990

The effect of the lecture discussion teaching method with and without audio-visual augmentation on immediate and retention learning.

This study determined whether students taught using the lecture-discussion method augmented with audio-visuals would achieve a higher mean score on an immediate post-test and delayed retention test than students presented with a lecture-discussion without audio-visuals. A convenience sample of 52 students divided into two groups voluntarily participated in the quasi-experiment. Two teaching sessions averaging 90 minutes in length were taught by the researcher. Learning and retention were measured by a 10-item multiple choice test with content validity. Immediate learning was measured with a post-test administered immediately following each of the teaching sessions. Delayed learning was measured with a retention test administered 25.5 days following the teaching sessions. Group data was analysed using an independent one tailed t-test for mean scores. Students attending the lecture-discussion with audio-visual augmentation did not achieve significantly higher mean scores on the two tests than the non-augmented group (p less than or equal to 0.05). Analysis using a paired t-test revealed that the difference in scores between the post-test and retention test for the group without audio-visual augmentation was significant (t = 2.31; p less than 0.05). Delayed retention appears to have been influenced by the use of audio-visuals. Nurse educators need to consider ways in which the lecture-discussion may be enhanced to maximise student learning and retention.

Audiovisual Aids↗

PubMedDate not supplied

Augmenting the critical care data base of junior medical students with an emergency medicine lecture curriculum: a controlled study.

A mandatory lecture course in emergency medicine, consisting of 13 lectures, was given to junior medical students over 3 years at Texas Tech University Regional Academic Health Center--El Paso. The performance of the students on a 25-question pretest and posttest was compared to a statistically similar group of their classmates on geographically separate campuses of Texas Tech University School of Medicine undergoing an otherwise comparable junior year clinical curriculum. Both groups exhibited improvement in posttest scores from pretest score values; additionally, students exposed to the lecture series at Texas Tech--El Paso performed significantly higher on the posttest, compared to the other campuses. We conclude that some emergency medicine material is successfully learned by junior medical students during their required third year clerkships; however, important learning objectives within the domain of emergency medicine can be most successfully taught if a mandatory junior year lecture course in emergency medicine is also incorporated into the third year curriculum.

Critical Care↗

PubMed1999

Response of obstetrics and gynecology program directors to a domestic violence lecture module.

OBJECTIVE: Our goal was to determine the use by obstetrics and gynecology residency program directors of The American College of Obstetricians and Gynecologists' domestic violence slide lecture module and the opinions of the directors regarding its efficacy. STUDY DESIGN: A 6-question survey was mailed to 289 directors of accredited obstetrics and gynecology programs in the United States and Canada 9 and 13 months after a learning module on domestic violence was mailed to these same persons. The questions related to receipt and use of the module in the curriculum, target audiences, future plans for integration of the module into curricula, and recommendations for future supplemental topics in the same format. RESULTS: The return rate for the survey was 57% (164/289). The responses represented university-affiliated, community- and military-based programs with representation from all geographic areas of the country. Fourteen directors who had no recollection of receiving the package were sent a second set. The lecture had been presented by 72% of the respondents' departments to audiences of residents (89%), medical students (55%), practicing physicians (41%), and the lay public (11%). Two thirds of the nonusers and 87% of the users intended to use the module as a formal lecture in the curriculum of both residents and medical students in the coming school year. Recommendations for future supplemental lecture packages included abuse during pregnancy, screening women with different cultural backgrounds, and how to ask tough questions. CONCLUSION: The majority of obstetrics and gynecology resident program directors who responded to the survey integrated or will integrate an American College of Obstetricians and Gynecologists-created learning module on domestic violence into their residents' and medical students' formal curricula.

Community Health Services↗

PubMed1997

Effective lecture presentation skills.

Lectures are the most popular form of teaching in medical education. As much as preparation and organization are key to the lecture's success, the actual presentation also depends upon the presenter's ability to reach the audience. Teaching is a lively activity. It calls for more than just offering ideas and data to an audience. It calls for direct contact with the audience, effective use of language, capability to use limited time effectively, and the ability to be entertaining. This article offers a structure to effective lecturing by highlighting the importance of voice clarity and speaking speed, approaches to using audiovisual aids, effectively using the audience to the lecture, and ways to be entertaining.

Audiovisual Aids↗

PubMed1978

Medical student concentration during lectures.

A simple procedure, based on a questionnaire, was used for the assessment of student concentration during lectures. Analysis of 1353 questionnaires from 12 lectures showed that student concentration rose sharply to reach a maximum in 10-15 min, and fell steadily thereafter. The data suggest that the optimum length of a lecture may be 30 instead of 60 min. This method by which student feedback is obtained may also be used to improve lecturing performance.

Analysis of Variance↗

PubMed1986

Comparison of a videotape instructional program with a traditional lecture series for medical student emergency medicine teaching.

An emergency medicine faculty has reported that the use of the videotape medium for presenting curricular material to medical students is both cost effective and well suited to the educational milieu of the emergency department. In order to compare the effectiveness of videotape instruction with that of a traditional lecture, groups of students received instruction in one topic by videotape and in another topic by lecture. The students' retention of material was tested by a multiple-choice examination administered ten days later. The students scored 76.1% (683 of 898 questions) on material taught by lecture and 76.2% (673 of 883 questions) on material taught by videotape (P greater than 0.7). We conclude that videotape instruction is as effective an educational tool as the traditional lecture for an emergency medicine course.

Curriculum↗

PubMed2000

[Health education in schools for adults: by a teacher or health education lecture?].

OBJECTIVE: To compare the results of two ways of teaching the rational use of medicines to students of centres of permanent education of adults (CPEA): one taught by the normal teachers (after training by health personnel) and one through a lecture given by the health staff. DESIGN: Intervention study without randomised distribution and with a control group. SETTING: Five CPEA in an urban centre. PARTICIPANTS: 385 students and 15 CPEA teachers. INTERVENTIONS: Three groups: a) "teachers" group: consisting of students who received education on medicines in the class-room through their teachers, who had been previously trained by health personnel; b) "lecture" group: students who had received a health education lecture on medicines given by health staff; c) non-intervention group. All three groups were administered a questionnaire before and after the intervention. Both questionnaires were paired. MEASUREMENTS AND MAIN RESULTS: 248 people completed the first questionnaire and 149 the second. Significant gains in knowledge were only found in the teachers intervention group (p < 0.01; 7.8% increase in score). Dividing the students into terciles made these gains significantly greater (11.7%) in the students of the teachers group who in the first questionnaire had intermediate scores than in the students in the other groups who had intermediate scores. CONCLUSIONS: Intervention with teachers seems more effective than either a health education lecture or no intervention, especially in the improvement in knowledge of students who already had beforehand intermediate knowledge.

Adult↗

PubMed1994

Longitudinal comparison of multimedia textbook instruction with a lecture in radiology education.

RATIONALE AND OBJECTIVES: The purpose of this prospective randomized study was to compare the long-term instructional effectiveness of a computer-based radiology multimedia textbook (MMTB) with that of a traditional lecture. METHODS: Volunteer faculty/fellows and residents were randomly assigned to either a computer-based MMTB group or to a lecture group. The course content for each instructional group was the same. Pretests, posttests, and 1-year long-term retention tests were administered to both groups. The same 10 questions were on all tests. The resulting data were analyzed using analysis of variance procedures available on the Statistical Analysis System. RESULTS: A comparison of the long-term instructional effectiveness of an MMTB versus a lecture showed that the MMTB computer instructional method was at least comparable in spite of the initial short-term appearance of lecture superiority. CONCLUSION: These results suggest a promising future for MMTB and other forms of computer-based education in radiologic instruction for medical students and radiologists.

Analysis of Variance↗

PubMed2000

Students' perceptions of seminar and lecture-based teaching in restorative dentistry.

In an era of self-directed learning, it is important to seek the views of dental students regarding their learning experience. Using an anonymous questionnaire, clinical dental students' perceptions of seminar and lecture-based teaching in restorative dentistry were sought. 116 of 136 questionnaires circulated were returned for analysis giving a response rate of 85%. Clinical seminars as opposed to lectures were, in the opinion of the students, a more effective way of learning, more relevant to self-development and more interactive. Seminar-based learning was considered to be more amenable to self-direction than formal didactic lectures. It is concluded that the students included in this study were found to prefer seminar-based learning opportunities as opposed to more traditional styles of learning, specifically, didactic lectures.

Attitude↗

PubMed2002

Concordance between undergraduate dental students and their lecturers in their attitudes towards difficult patients.

The 'difficult' patient syndrome is caused by an imbalance in the dentist-patient relationship which may be influenced by human, cultural and psychosocial factors. The aim of this study was to compare the concordance between undergraduate dental students and lecturers in the degree of difficulty assigned to vignettes describing 'difficult' patients and to describe the extent to which ratings are influenced by gender, place of study and experience of specific 'difficult' patients. A questionnaire with 21 patient-stereotypes identified as difficult from the specialized literature was prepared. Both students and lecturers had to determine the degree of difficulty of each stereotype on a Likert-like scale. The students selected were in the final 2 years before graduation in Santiago de Compostela (Spain) and Porto (Portugal) Dental Schools. Lecturers were selected by simple random sampling method. Both lecturers and undergraduate students found more difficulty in those patients classified as aggressive, manipulative help-rejecters or patients with invasive companions. On the other hand, drug abusers and HIV-positive patients were ranked as presenting low levels of difficulty. Our results seem to point to the need of improving undergraduate teaching and learning of specific procedures for the management of aggressive or stubborn patients and those with invasive companions.

Adult↗

PubMed1998

Comparison of problem-based learning and lecture format in continuing medical education on headache diagnosis and management.

The purpose of the study was to compare the impact of continuing medical education for primary care physicians in Halifax, Nova Scotia, Canada, delivered through a problem-based learning (PBL) format with that of a lecture-based format, in the clinical area of headache diagnosis and management. From January to June 1995, 38 physicians participated in three problem-based learning sessions, and 49 in a lecture-based session in the clinical area of headache. Pre- and posttest assessments of knowledge were made of each group before and immediately after the educational sessions. A second evaluation using Key Features Problems (KFP) to measure clinical reasoning was administered to both groups 3 months later. Analysis of covariance between groups on the post-test, using the pre-test result as covariate, showed significantly greater knowledge in the PBL group. Mean post-test KFP scores also were significantly higher for the PBL group. The PBL group's satisfaction with several programme dimensions was significantly higher than that of the lecture group. These results must be viewed in the context of differing amounts of exposure for the two groups. Problem-based learning in continuing medical education in the area of headache management was associated with greater knowledge acquisition and with greater improvement in clinical reasoning skills than in a lecture-based approach. Problem-based learning also was preferred by family physicians. However, the cost-benefit of this approach was questioned, since the PBL group had more exposure. Several factors limit the generalizability of this study, e.g. the impossibility of randomly composing the two experimental groups. Further research is required to determine if the results are generalizable and whether a PBL approach results in change in practice behaviour.

Adult↗