Instructor Methods and Curricular Effects on Students’ Value of Lectures

Schick, Garrett; McWhorter, David L.

doi:10.1007/s40670-021-01459-9

Cited by 3 publications

(4 citation statements)

References 24 publications

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“…Moreover, after the pandemic, many students and faculty agreed that scheduled live lectures should continue as a major mode of instruction during the preclinical phase of medical education [14]. Currently, it seems that many university students prefer videorecorded lectures to live lectures [8].…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, after the reversal of the forced changes towards online education, pre-pandemic teaching methods seem to have resumed at many faculties [13], i.e., a return to on-campus lectures, although hardly any studies have systematically analyzed this. It is interesting to note that medical students believe that live lectures should continue as a teaching method in the preclinical curriculum, considering that active-learning strategies are less important [14].…”

Section: Introductionmentioning

confidence: 99%

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Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

Fernández-Rodríguez,

Arenas-Fenollar,

Lacruz-Pérez

et al. 2023

Sustainability

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Knowing which teaching methods students value the most is important, as it directly affects the quality of learning. This paper analyzes which teaching methods are most commonly used in the Medicine Degree at a Spanish university, as perceived by both professors and students. It further explores the students’ assessments of these methods and the relationship between these assessments and the methods’ frequencies of use. The participants were 36 professors and 150 students. Professors completed the Teaching and Assessment Methodology of University Faculty Questionnaire (TAMUFQ), while students were administered a specially designed questionnaire. The questionnaire defined twelve teaching methods, and students were asked to provide their personal assessment and the frequency of use for each method based on their experiences. Professors reported adhering to a traditional style of teaching and assessment. According to the students, the most commonly used method was the lecture, although their assessments of lectures were significantly lower than the frequency with which that method was being used. Regarding the eleven remaining methods, the prospective doctors’ assessments were significantly higher than the methods’ degree of use. The main conclusion is that, while students did not negatively assess lectures, they considered them to be overused. This may mean that the potential of other teaching methods is being missed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

Fernández-Rodríguez,

Arenas-Fenollar,

Lacruz-Pérez

et al. 2023

Sustainability

View full text Add to dashboard Cite

show abstract

“…If all students in a course that has a traditional lecture format achieve the desired learning outcome and course evaluations are generally positive, one may ask if pressure to change delivery approaches is warranted. In the end, both major educational stakeholders, learners and educators, may be best served when given a certain degree of freedom and the choice of more than one teaching/learning modality 86,87 . However, a good balance between individual teacher's abilities and educational needs while maintaining course integrity is often a difficult goal to reach.…”

Section: Discussionmentioning

confidence: 99%

“…In the end, both major educational stakeholders, learners and educators, may be best served when given a certain degree of freedom and the choice of more than one teaching/learning modality. 86,87 However, a good balance between individual teacher's abilities and educational needs while maintaining course integrity is often a difficult goal to reach. Streamlining the delivery of educational material to only one option is convenient but carries the risk that some educators and learners are left behind and denied a teaching and learning environment that serves both their needs and talents, preventing them from performing to the best of their abilities.…”

Section: Con Clus Ionsmentioning

confidence: 99%

The freedom to teach (at the best)

Hortsch

Rompolski

2022

Anatomical Sciences Ed

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INTRODUC TI ON Lectures as a traditional form of academic instructionLectures are an old and very traditional form of imparting information to an audience. Originally derived from the Latin word lēctūra for reading, it was developed during the Middle Ages as the main form of teaching at early European universities. [1][2][3] The academic lecture is grounded in the ancient art of oratory, a skill that was highly prized in antiquity. As one of its main merits, the lecture format of teaching allows for the efficient transfer of information to a large audience without the use of advanced technology. From its beginnings as a modality of instruction, lectures have often been supplemented with demonstrations, and even today successful lecturers will often not rely on the spoken word alone, but also project images, as well as include props and animated demonstrations to make the educational content more engaging and memorable. [4][5][6][7] An early example for an enriched lecture modality is the anatomical theater which combined a lecture-style presentation with the dissection of cadavers for anatomical instruction. 8,9 Among other early lecture-supporting technologies was the use of chalk and blackboards adding a visual component to the verbal presentation, a technology that is still used today in some fields of education, for example, for mathematic instruction. 10 Starting around 1950, the use of projected 35 mm slides

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Transforming histology students from passive lecture listeners into active lecture learners

Hortsch

2024

Anatomical Sciences Ed

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Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner‐centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.

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Instructor Methods and Curricular Effects on Students’ Value of Lectures

Cited by 3 publications

References 24 publications

Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

The freedom to teach (at the best)

Transforming histology students from passive lecture listeners into active lecture learners

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