How to Give a Lecture

Golia, Sallie G De

doi:10.1007/978-3-030-31957-1_8

Cited by 2 publications

(2 citation statements)

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“…Students believed that when stories were used within lectures, they felt more involved in the teaching enabling them to pay more attention. Educators also noticed that students are more engaged when they employ this technique echoing research ndings (12,23).…”

Section: Discussionmentioning

confidence: 67%

“…Ogueh (11) found medical teaching involving emotive stories enhanced knowledge and helped develop feelings of empathy amongst students. Within a lecture setting, medical students are more likely to pay attention and to be engaged with course content when stories are used (12). Studies have also explored the impact stories have on the development of a professional healthcare identity (13,14).…”

Section: Introductionmentioning

confidence: 99%

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Are Stories and Anecdotes an Underused Pedagogic Technique in Undergraduate Medicine? A Qualitative Study

Richardson

Jones

2021

Preprint

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Background: Arguably storytelling is a recognised teaching method used in different fields such as teaching children, religion, and culture. Its use in medical teaching is apparent, but little is known of how valuable this method is within medical teaching. This study aimed to explore the perceptions stakeholders have of using stories within teaching and learning at Dundee Medical School. We hope to understand how stories are perceived and to consider how educators might optimise their use. Methods: A qualitative approach allowed for the exploration of participants perceptions of storytelling within medical teaching. Purposive sampling was used to sample medical students and educators. Eleven students participated in one of three group semi-structured interviews and five individual semi-structured interviews with educators took place. The data collected was coded and analysed to reveal themes and sub-themes regarding storytelling at Dundee Medical School. Results: Both stakeholder groups sampled highly valued the use of stories and anecdotes within medical teaching. Whilst both suggested the same purposes, types and impact of stories and identified similar barriers to using storytelling such as confidence and experience. Students were more focused on the importance of the relevance, delivery, and context of where a story was being told for stories to be effective, whilst for faculty, their perceptions didn’t involve these themes. Conclusions: The findings from this small study have provided insight into how storytelling is perceived and developed some recommendations for optimising its use within medical education at Dundee Medical School. This highlights the value of this method to educators and exemplifies the important qualities stories can help to foster amongst students, whilst suggesting a possible theory on how to successfully utilise them.

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Section: Discussionmentioning

confidence: 67%