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PubMed2001

A randomized, controlled, single-blind trial of teaching provided by a computer-based multimedia package versus lecture.

BACKGROUND: Computer-based teaching may allow effective teaching of important psychiatric knowledge and skills. AIMS: To investigate the effectiveness and acceptability of computer-based teaching. METHOD: A single-blind, randomized, controlled study of 166 undergraduate medical students at the University of Leeds, involving an educational intervention of either a structured lecture or a computer-based teaching package (both of equal duration). RESULTS: There was no difference in knowledge between the groups at baseline or immediately after teaching. Both groups made significant gains in knowledge after teaching. Students who attended the lecture rated their subjective knowledge and skills at a statistically significantly higher level than students who had used the computers. Students who had used the computer package scored higher on an objective measure of assessment skills. Students did not perceive the computer package to be as useful as the traditional lecture format, despite finding it easy to use and recommending its use to other students. CONCLUSIONS: Medical students rate themselves subjectively as learning less from computer-based as compared with lecture-based teaching. Objective measures suggest equivalence in knowledge acquisition and significantly greater skills acquisition for computer-based teaching.

Algorithms↗
PubMed1999

A perplexing document in the early history of Gilles de la Tourette Syndrome: Melotti's rendition of a "Lecture of Charcot" (including a complete translation from the Italian with commentary).

In 1885, Dr. Guilio Melotti published an Italian translation of a lecture on "Convulsive Tics with Coprolalia and Echolalia" given by Jean-Martin Charcot. Although this lecture often has been cited as an authoritative statement of Charcot's view, until now it has not been translated into English. The lecture presents a number of statements that appear nowhere else in Charcot's published corpus, including some that seem to contradict Charcot's other pronouncements on maladie des tics. Although the Melotti-Charcot lecture may portray Charcot's position accurately in many passages, the article most likely is a compilation from a variety of sources.

France↗
PubMed1976

A model for the improvement of medical faculty lecturing.

The development of a program designed to improve the teaching effectiveness of faculty members of a new Introductory Psychopathology course at the University of Washington School of Medicine is described. Two consultants from the Office of Research in Medical Education worked closely with the faculty in designing the evaluation program during the preparation of the course. The literature on lecture effectiveness is reviewed, as are existing instructional evaluation instruments. The integration of this information and the needs of the involved faculty produced a lecture observation schedule designed to facilitate the observation of a lecture and the immediate feedback which followed each of the 15 lectures evaluated. The process of using this instrument to assist the faculty in self-improvement is discussed. While the specific evaluation method described may not be appropriate for all situations, it may serve as a model for the development of similar programs in other settings.

Evaluation Studies as Topic↗
PubMed1998

Information about barriers to planned change: a randomized controlled trial involving continuing medical education lectures and commitment to change.

PURPOSE: To determine whether practicing physicians receiving only clinical information at a traditional continuing medical education (CME) lecture (control group) and physicians receiving clinical information plus information about barriers to behavioral change (study group) would alter their clinical behaviors at the same rate. METHOD: In a randomized controlled trial, the investigators matched 13 pairs of U.S. and Canadian medical schools, assigning one school from each pair to study or control conditions. Following the commitment-to-change model, the investigators asked the primary care physicians attending control or study lectures on the management of cardiovascular risks whether they intended to make behavioral changes as a result of participating in the lectures and, if so, to indicate the specific changes. Thirty to 45 days later, the investigators surveyed the responding physicians to learn whether they had implemented those changes. RESULTS: Information about barriers to change did not increase the likelihood that physicians in the study group would report successful changes; they were no more likely to change than those in the control group. However, the physicians in both study and control groups were significantly more likely to change (47% vs 7%, p < .001) if they indicated an intent to change immediately following the lecture. CONCLUSIONS: Successful change in practice may depend less on clinical and barriers information than on other factors that influence physicians' performances. To further develop the commitment-to-change strategy in measuring the effects of planned change, it is important to isolate and learn the powers of individual components of the strategy as well as their collective influence on physicians' clinical behaviors.

Behavior↗
PubMed1993

The instructional effectiveness of a radiology multimedia textbook (HyperLung) versus a standard lecture.

RATIONALE AND OBJECTIVES: Information overload is a significant problem for the modern radiologist. This prospective study compares the instructional effectiveness of a multimedia textbook (HyperLung) with a lecture. HyperLung is a radiologic multimedia textbook about imaging diffuse lung disease created using a multimedia authoring tool, the Annotator (the University of Iowa Second Look Computing, Iowa City, IA), on the Apple Macintosh computer (Apple Computer, Cupertino, CA). METHODS: Forty-nine staff physicians and residents in the Department of Radiology were randomized to receive instruction either by HyperLung or by a lecture. The instructional content was the same in both groups, and both groups were tested before and after instruction. The actual time spent in each instructional situation was recorded. RESULTS: The instructional effectiveness of the multimedia textbook and lecture was equal. The instructional efficiency of HyperLung was only 60% of the lecture. Users of the multimedia textbook found it enjoyable and straightforward to use. CONCLUSIONS: Multimedia textbooks have a promising future in radiology education.

Education, Medical, Continuing↗
PubMed1996

Introducing a lecturer-practitioner: the management perspective.

The West Midlands Regional Health Authority Department of Nursing funded a 1-year study to look at 'Implementation aspects of the lecturer-practitioner role (in nursing)'. A feasibility study was carried out from November 1992 to October 1993 to address the issue and highlight areas requiring more in-depth study. Twenty-nine subjects working as or with lecturer-practitioners were interviewed using a semi-structured questionnaire. The interview was divided into two discrete parts. The first section contained a mixture of open and closed questions and the second section adopted a modified repertory grid technique. This paper provides the main results from the first half of the interview. The study describes in practical terms how managers need to plan for the introduction of a lecturer-practitioner post; the key responsibilities of the role; and a person specification. The work identifies clear prerequisite criteria for job role and gives guidance on lecturer-practitioner management and function.

Clinical Competence↗
PubMed1990

Lectures in physiology: a three-phase evaluation plan.

The initial phase of a voluntarily implemented multiphasic plan for improving faculty lectures was completed in 1988 and reported in 1989 [Am. J. Physiol. 256 (Adv. Physiol. Educ. 1): S3-S8, 1989]. That phase, conducted by a teaching consultant, included analysis of the teaching practices of each of seven faculty members. Following lecture observations, each faculty member received a written critique of his/her teaching, and individual as well as departmental strengths and weaknesses were identified. In the 1989 follow-up phase, faculty reviewed the feedback provided in their critiques and attended a seminar on developing effective lectures. Each faculty member was again observed during the presentation of a lecture; the same observation instrument was used in the follow-up phase as was used in the initial phase. A comparative analysis of the 1988 and 1989 teaching behaviors was completed for each faculty member and for the whole department. Results indicate that definitive changes had occurred in teaching methods employed since the initiation of the plan. Additional recommendations were made and specific target areas for ongoing improvement were identified.

Alabama↗
PubMed2000

Combination of didactic lecture with problem-based learning sessions in physiology teaching in a developing medical college in Nepal.

Physiology teaching as an essential part of medical education faces tremendous criticism regarding curriculum design, methods of implementation, and application of knowledge in clinical practice. In the traditional method of medical education, physiology is taught in the first year and involves little interdisciplinary interaction. The Manipal College of Medical Sciences, Pokhara, Nepal (affiliated with the Kathmandu Univ.) started in 1994 and adopted an integrated curriculum drawn along the lines of the student-centered, problem-based, integrated, community-based, elective-oriented, and systematic (SPICES) medical curriculum. Here, physiology is taught for the first 2 yr of the 4.5-yr Bachelor of Medicine, Bachelor of Surgery course. Methodology adopted is as follows. For a particular topic, objectives are clearly defined and priority content areas are identified. An overview is given in a didactic lecture class to the entire batch of 100 students. Tutorial classes are conducted thereafter with smaller groups of students (25/batch) divided further into five subgroups of five students each. In these sessions, a problem is presented to the students as a focus for learning or as an example of what has just been taught. Each problem was accompanied with relevant questions to streamline the students' thought processes. A tutor is present throughout the session not as an instructor but as a facilitator of the learning process. A questionnaire sought students' opinion on the usefulness of this approach, relevance of the combination of problem-based learning (PBL) sessions and didactic lectures in understanding a particular topic and relating clinical conditions to basic mechanisms, and improvement of performance on the university final examination. The majority of the students opined that the combination of didactic lectures and PBL sessions was definitely beneficial regarding all the above-mentioned aspects of learning. The university results corroborated their opinion. Thus it may be considered that a judicious mixture of didactic lectures and PBL sessions is beneficial as a teaching module of physiology in medical schools.

Clinical Competence↗
PubMedDate not supplied

How can the clinical credibility of nurse lecturers be improved?

The last 10 years has seen a surge in the development of academic pre- and postregistration courses. With the movement of colleges of nursing and midwifery into higher education it has become difficult for lecturers of nursing to remain engaged in clinical practice. However, the professional bodies, the students themselves and their employers expect lecturers of nursing to be clinically able, clinically credible and knowledgeable about contemporary practice in order to produce practitioners who are 'fit for purpose'. This article outlines one innovative approach employed by an educational organization to enable lecturers of postregistration specialist nursing programmes to achieve clinical credibility by undertaking a minimum of 300 contracted hours of clinical experience. This approach was found to be beneficial to the lecturers, the students and the ongoing relationships between the trusts and the department of nursing.

Clinical Competence↗
PubMedDate not supplied

Educational leave for lecturers to regain clinical competence: 1.

The clinical credibility and clinical competence of nurse lecturers have presented interesting debate for some years in nursing. While some argue that being clinically competent is an unavoidable necessity for nurse lecturers, others are either ambivalent or believe that they do not have to be clinically competent, being clinically credible should suffice. This article distinguishes between the two terms and presents an analysis of how the latter can be developed through the use of paid educational leave. Such leave, known also as a sabbatical, is one of the possible benefits of being a nurse lecturer within higher education in the UK, and it can be used opportunely as a means of regaining and further developing one's clinical skills and knowledge, if this is perceived as a need. If nurse lecturers value the retention and development of one's own clinical skills and knowledge, then some mechanism should be in place for them to achieve this aim. Johns' (1998) model of structured reflection is used for reflecting on one such experience. The article is in two parts.

Clinical Competence↗
PubMed1999

Background sound pressure fluctuations (5 DB) from overhead ventilation systems increase subjective fatigue of university students during three-hour lectures.

During each of four successive sessions (once per week), 21 university students attended 3-hr. lectures. During alternative weeks the fans of the room's ventilation system were either on or off. When operating, they generated an average sound pressure that varied continuously between 60 and 65 dB. The dominant frequency of this 5-dB amplitude modulation of sound pressure was within the electroencephalographic range (5 Hz to 25 Hz). At the end of each hour of the lecture for each session each student estimated on 7-point summated rating scales fatigue (none to maximum) and concentration (poor to excellent). As a group, the students reported more fatigue during lectures when the fans were operating relative to lectures when the fans were not operating. This environmental effect explained about 30% of the variance in fatigue ratings and may be sufficient to affect adversely the attention of students within these settings.

Adult↗
PubMed1992

Use of teaching methods within the lecture format.

A survey was carried out at Dorset House School of Occupational Therapy, Oxford, into the perceived effectiveness of different teaching methods used within the lecture format in the Human Biology Courses for Year 1 and Year 2. Results showed that the traditional, didactic lecture was perceived by the students as the least effective method used, yet by involving the students actively within the lecture time the format was enhanced and was regarded as a more effective teaching/learning tool. Experimental tasks and learning packages used within the lecture format were also perceived by the students as effective. Some trends were noted relating to the age of students and the different perceptions of effectiveness of teaching methods. The implication of these results on the planning and financing of courses is discussed.

Adult↗
PubMed2000

Evaluation of a Web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses.

We offered introductory psychology on the World-Wide Web (WWW) and evaluated the on-line format relative to the traditional lecture-test format, using a pretest-posttest nonequivalent control group design. Multiple sections of the introductory course were offered each semester; on-line and lecture sections were taught by the same instructor, the same textbook was used, and the same in-class examinations were taken. For on-line sections, mastery quizzes, interactive individual exercises, and weekly laboratory meetings replaced lectures. Increased content knowledge was greater for the students in the Web sections, as was in-class examination performance. Use of the WWW and computers for academic purposes increased more in the on-line sections, and the on-line students showed a greater decrease in computer anxiety. The students in the on-line sections expressed appreciation for course components and the convenience of the course, but the lecture sections received higher ratings on course evaluations than did the on-line sections. Learning and course satisfaction were dissociated in the two course formats.

Analysis of Variance↗
PubMed1982

A comparison of lecture-discussion and self-study methods in nursing education.

Three groups of students in a Nurse Practitioner Program were subjected to a multiple-choice test based upon two articles from the Nurse Practitioner. Prior to testing, one group read and studied the articles for one hour with no discussion permitted. The other two groups did not read the articles but participated in a lecture-discussion on their contents. The testing followed each learning session. Overall, the results support strongly the hypothesis that the Lecture-Discussion method is superior to the Reading Only method. The fact that the Lecture-Discussion method utilized two different instructors suggests that this finding is not based on some unique personality characteristic of one particular faculty member. Naturally, these findings are limited to this particular subject matter with nurse practitioner students. It is possible that the Reading Only method would be equal to or superior to the Lecture-Discussion method with other topics or with other student bodies. In any case, the present results run counter to the current wave of enthusiasm for the Self-study method in nursing education. These results suggest that caution be employed in a wholesale shift to autotutorial results. As Hogan states: "Self-instructional materials are not replacements for . . . teacher-centered instruction. Instead they are supplements that encourage individual initiative, autonomy, and responsibility for students who can use and wish to use them."

Education, Nursing, Continuing↗
PubMedDate not supplied

Comparing the learning outcomes of lecture and self-instruction methods in a senior clinical laboratory science course.

OBJECTIVE: To compare the relative effectiveness of lecture and self-instruction methods of instruction in a senior clinical laboratory science course. DESIGN: Posttest repeated measures design or within subject design. SETTING: The Department of Medical Technology in the School of Allied Health Professions, Louisiana State University Medical Center, New Orleans. PARTICIPANTS: Clinical laboratory science students (27) enrolled in clinical parasitology agreed to participate, which was a sample of convenience. There were 16 females and 11 males; 70% Caucasian, 23% Asian, and 7% African-American. The 2 students who did not sign a consent form were excluded from the study. INTERVENTION: Subjects were taught clinical parasitology course material by 2 different methods of instruction, lecture and self-instruction. All subjects received both treatments. MAIN OUTCOME MEASURE: Examination scores from each half of the course were compared using descriptive statistics and a paired t-test to determine the effectiveness of each instructional format. RESULTS: Results showed no statistically significant difference in learning outcomes between the 2 instructional formats (a = 0.05, p = 0.13). CONCLUSION: The results of the study generally support the hypothesis that the self-instruction method is as effective as the lecture method in teaching clinical parasitology. By incorporating self-instruction into a clinical laboratory science curriculum, many hours of lecture can be eliminated, and students can learn the material at their own pace. Students comprehend the material effectively, and are relieved from some of the intensity of the didactic approach to instruction that dominates clinical laboratory science curricula.

Educational Measurement↗
PubMed1985

A comparison of a multi-media instructional module with a traditional lecture format for geriatric pharmacy training.

The purpose of this study was to develop, produce, and test the effectiveness of a multi-media instructional module versus a traditional lecture format. The subject selected was geriatric care in relation to pharmacy practice. A pretest/posttest control group design was used, differing only in the method of presentation of the material. The control group received four fifty-minute traditional lectures, and the treatment group utilized the module for the acquisition of the information. An evaluation of the pretest scores showed that the groups were equal in knowledge (no significant difference at P = 0.05) before exposure to the information. A comparison of the posttest scores of the two groups showed that the module was as effective a learning strategy as the traditional lectures (no significant difference at P = 0.05). The comparison of the pretest and posttest scores within each group showed that significant improvement occurred following the utilization of both methods of instruction at P less than 0.05. The results of this project indicated that the module is an effective learning strategy when compared to a traditional lecture format. It was also evident that the multi-media module can be used as an instructional alternative in the education of pharmacy students.

Analysis of Variance↗
PubMed2000

[Lectures from the tutorial courses at NATO--Advanced Study Institute pt. "Human biomonitoring after environmental and occupational exposure to chemical and physical agents" (Turkey, 9/23-10/3/1999)].

The NATO Science Programme joining in the celebration of 50th Anniversary of Founding of the NATO by organisation of NATO Advanced Study Institute "Human Monitoring after Environmental and Occupational Exposure to Chemical and Physical Agents", which was held in Tekirova-Antalya (Turkey), September 23-October 3, 1999. The director of ASI was dr Diana Anderson from TNO-BIBRA (UK). The members of Scientific Organizing Committee were also dr R. Sram (Czech Republik), dr A. Karakaya (Turkey), Dr P. O'Neill (USA), dr R. Bos (Netherlands), dr M. Lotti (Italy). It was a high-level tutorial course for scientists at the post-doctoral level from NATO countries and from NATO Cooperation Partner countries. NATO-ASI attended about 100 scientists from about 30 countries. There were 40 lectures, 20 oral presentations and 43 posters presented, 19 authors of posters were invited to additional short oral presentations. Subject of course concerned undesirable effects of chemical and physical agents on human health. The aim of NATO-Advanced Study Institute was the meeting of scientists working in different fields of science to present and discuss the knowledge and recent developments in the field of human monitoring. The majority of lectures concerned about biomonitoring of people exposed to genotoxic agents at work place and environment. Dr A. Autio (Switzerland) presented definitions of different kinds of bimarkers proposed by the Committee on Biological Markers in Environmental Health of USA Academy of Science/National Research Council. Dr D. Anderson (UK) introduced history of biomonitoring. The main lecturers on this topic were dr W. Au (USA), dr R. Sram (Czech Republik), dr M. Lotti (Italy), dr J. Timbell (USA), Dr E. Moustacchi (France). The following group of lectures presented by dr D. Anderson (UK), dr A. Wyrobek (USA), dr J. Bonde (Dennmark), dr H. Norppa (Finland) was regarded to male-mediated mutagenic effect in offspring induced by genotoxic physical and chemical agents. This part of course was the most interesting to the author of this report. She has presented the poster "Male-mediated F1 effects in mice subchronic exposed to low doses of X-rays". The author of this report found NATO-ASI as very fruitful initiative for scientific view-exchange between scientists from NATO countries and for NATO Cooperation Partner countries.

Animals↗
PubMed1992

[The lecture in the system of teaching pathology].

The material of lectures on pathology in 75 higher medical schools of the country is analyzed. The types of lectures, their optimal planning are indicated. Recommendations to enhance their efficiency taking into consideration the motivation of their learning are given. Optimal form for the lecture is considered a problem lecture.

Education, Medical↗