Medical Student Concentration During Lectures

Stuart, John A.; Rutherford, R. J. D.

doi:10.1016/s0140-6736(78)92233-x

Cited by 295 publications

(198 citation statements)

References 8 publications

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“…The output process is further encouraged by the professor and teaching assistants in the flipped classroom. Compared to the traditional lecture-based classroom where medical students have only an average attention span of 10–20 minutes at the beginning of the lecture [40], the flipped classroom approach engages students longer, which may aid in knowledge retention. Consistent with our findings, previous studies have shown that the flipped classroom approach improves students’ performance [22,24,33].…”

Section: Discussionmentioning

confidence: 99%

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

155

172

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Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center

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Section: Discussionmentioning

confidence: 99%

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

155

172

View full text Add to dashboard Cite

show abstract

“…Existing research and study claimed that students' concentration declines after 10 to 15 min into lectures [21]. Hence, the in-class model is designed with intersection of teaching and various interactive activities such as quizzes, polls, exit tickets and space races in order to achieve the goal of maximizing students' attention and participation in the class.…”

Section: Off-classmentioning

confidence: 99%

Improving student engagement in higher education through mobile-based interactive teaching model using socrative

Lim

2017

2017 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-One of the main problem in higher education teaching is low students' levels of engagement leading to poor learning performance. Broad teaching strategies, methods and tools are developed over the years to address this concern. In recent years, with the increasing numbers of students accessing the internet using mobile devices, there has been growing interest in embracing the mobile technology in teaching to improve the student participation in the classroom. This research describes the design and implementation of a mobile-based interactive teaching model with in-class and off-class components aided by Socrative online audience response system to improve students' engagement in a private university in Malaysia. A total of 45 students from undergraduate computing course had participated in this experimental study. The activities such as polls, exercises, quizzes and games was used to stimulate the discussion and encourage two ways communication between instructor and students. Both qualitative and quantitative data comprises of students' feedbacks, academic results, attendance records and instructor's teaching evaluation scores are analyzed. The results show that students were strongly positive with the use of Socrative and felt that they were more engaged. This interactive model has successfully enhanced students' learning experience and improved students' academic performance. The outcome of this study would contributes to current evidence of the efficacy of using mobile technology in higher education teaching.

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“…The disadvantages of poor lecturing are well documented and include passive or rote learning, limited opportunities for discussion, and inadequate attention spans (Stuart and Rutherford, 1978;Wilson and Korn, 2007;Matheson, 2008). Moreover, despite their long history, many lectures delivered today still resemble those given decades ago, consisting largely of a oneway monologue, and can be perceived by some as being dull, boring, and generally lacking in teacherstudent interaction.…”

Section: Introductionmentioning

confidence: 99%

Flipped classroom or an active lecture?

Pickering

Roberts

2017

Clinical Anatomy

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Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidencebase, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121,

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Medical Student Concentration During Lectures

Cited by 295 publications

References 8 publications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Improving student engagement in higher education through mobile-based interactive teaching model using socrative

Flipped classroom or an active lecture?

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