Rethinking The Lecturing Mode In Higher Education :, A Focus Group Study

Merrouche, Sarah

doi:10.34174/0079-000-047-039

Cited by 1 publication

(1 citation statement)

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“…As the most feasible and cost-effective teaching method, lecturing remains indispensable for teaching large groups, especially in developing countries 18, 19. Rather than being seen as an implicit “spoon-feeding” style of teaching, modern lecturers in medical education aim to provide some prior knowledge to the students to prepare them for subsequent knowledge integration and application in a more student-centred learning environment 20 .…”

Section: Introductionmentioning

confidence: 99%

Determining the impact of pre-lecture educational video on comprehension of a difficult gross anatomy lecture

Hadie

Simok

Shamsuddin

et al. 2019

Journal of Taibah University Medical Sciences

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Objective Students commonly perceive gross anatomy lectures as difficult because they contain complex information that requires three-dimensional visualisation in order to be understood. Without prior preparation, a gross anatomy topic expounded via lecture can be cognitively challenging. Hence, this study aimed to investigate the impact of a pre-lecture activity in the form of viewing a video on students' lecture comprehension. Method A quasi-experimental study was conducted using 254 first-year medical students with no prior exposure to the lecture topic during the 2016/17 and 2017/18 academic sessions. The students from each batch were divided into two groups and exposed to different video material. Group A watched an action movie, while Group B watched an educational video related to the lecture topic. After 15 min, both groups attended a lecture on the gross anatomy of the heart, which was delivered by a qualified anatomist. At the end of the lecture, their understanding of the material was measured through a post-lecture test using ten vetted multiple choice true/false questions. Results Group B's test scores were found to be significantly higher than Group A's (p > 0.001, t-stats [df] = −4.21 [252]). Conclusion This study concluded that the pre-lecture activity had successfully provided the students with some prior knowledge of the subject before they attended the lecture sessions. This finding was aligned with cognitive load theory, which describes a reduction in learners' cognitive load when prior knowledge is stimulated.

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Section: Introductionmentioning

confidence: 99%