Does teaching style matter? A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching

Costa, Matthew L.; Rensburg, Lee Van; Rushton, Neil

doi:10.1111/j.1365-2929.2006.02677.x

Cited by 112 publications

(86 citation statements)

References 6 publications

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“…Some literature supports interactive teaching methodologies as promoting increased understanding and application of knowledge as well as retention of factual knowledge (Costa, Rensburg, & Rushton, 2007). Although case studies have been used as educational tools for over 100 years in a variety of disciplines, a dearth of information exists in the research nursing literature regarding their use, construct, and outcomes (Delpier, 2006).…”

Section: Case Studymentioning

confidence: 99%

Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Lauver

West

Campbell

et al. 2009

Teaching and Learning in Nursing

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Section: Case Studymentioning

confidence: 99%

Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Lauver

West

Campbell

et al. 2009

Teaching and Learning in Nursing

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“…So, these problems need to be resolved due to the importance of programming courses and should be addressed with special care [24,25]. Moreover, educational theory and innovative educational technologies suggest that lecture based classes may not be the best way to impart knowledge of students [26,27,28]. So, it is important to reexamine the impact and requirement of formal regular lecture sessions in connection with programming courses.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Lecture Attendance on Exams for Novice Programming Students

Veerasamy¹,

D'Souza²,

Lindén³

et al. 2016

IJMECS

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Abstract-In this paper, the correlation between lecture attendance and assessment tasks on final exam performance of introductory programming students has been analyzed to identify if lecture attendance, and completion of in-class and take home formative assessment tasks affects student performance in the final examination. In this study, only lecture attendance, homework exercises and class demonstration scores, and final exam marks have been considered. This study used Spearman's Rank correlation coefficient and multiple regression techniques via SPSS software to analyze the student data of the academic years 2012, 2013 and 2014 of an introductory programming course to test the hypotheses. It is found that, there is a significant correlation between homework exercises and final exam scores. However, formal lecture attendance and final exam performance were negatively correlated. Moreover, multiple regression results of assessment tasks such as homework exercises, class activities and lecture attendance on final exam scores, did not provide any significant value to support the statement "Marks achieved in homework, class demonstrations, and lecture attendance, have a significant positive impact on final examination results".

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“…38 Interestingly, the bottom ranked quality was interactive teaching style, which is viewed by many scholars as highly valued by students and beneficial in terms of academic achievements. [39][40][41] A closer look at the teacher qualities students preferred revealed that on the whole, the highly valued qualities were those that reflected teacher engagement with the learning process where the emphasis was on the level of teacher commitment to the task of optimizing student learning and achievement. The least-valued qualities, on the other hand, were those that reflected student engagement with the learning process, where the emphasis was on student commitment to optimizing their own learning and achievement.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Relationship Between Pharmacy Students’ Achievement Goal Orientations and Preferred Teacher Qualities

Alrakaf

Sainsbury

Rose³

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To investigate the relationships between pharmacy students' preferred teacher qualities and their academic achievement goal orientations. Methods. Participants completed an achievement goal questionnaire and a build-a-teacher task. For the latter, students were given a $20 hypothetical budget to purchase amounts of 9 widely valued teachers' qualities.Results. Three hundred sixty-six students participated. Students spent most of their budget on the traits of enthusiasm, expertise, and clear presentation style, and the least amount of money on interactive teaching, reasonable workload, warm personality, and intellectually challenging. In relation to achievement goals, negative associations were found between avoidance goals and preferences for teachers who encourage rigorous thinking and self-direction. Conclusion. These novel findings provide a richer profile of the ways students respond to their learning environment. Understanding the relationships between teachers' characteristics and pharmacy students' achievement goal orientations will contribute to improving the quality of pharmacy learning and teaching environments.

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Does teaching style matter? A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching

Abstract: We found that interactive teaching styles are more popular than didactic lectures in undergraduate orthopaedic and trauma teaching. We also found some evidence that knowledge retention is better following an interactive teaching style.

Cited by 112 publications

References 6 publications

Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

The Impact of Lecture Attendance on Exams for Novice Programming Students

Investigating the Relationship Between Pharmacy Students’ Achievement Goal Orientations and Preferred Teacher Qualities

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