The Future of the Lecture in Neurology Education

Abstract

The lecture has been a core pedagogical method since the early days of formal medical education. Although approaches to formal lectures have evolved over the years, there has been ongoing debate about the role that lectures should play in modern medical education. Arguably, traditional lectures do not align well with modern learning theory, and do not take full advantage of our current knowledge of how people learn. In many modern medical curricula, lectures have been replaced by self-study activities, including video-based lectures, computer-based learning modules, and other self-directed learning. We argue that scheduled "together time" is still important, particularly in neurology education, where there is a strong emphasis on clinical reasoning. We outline alternative teaching methods that effectively use this time, including the flipped classroom, just-in-time teaching, problem-based learning, and team-based learning. We discuss ways in which these approaches may be particularly conducive to components of neurology education.

Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

“…Currently, traditional lectures do not align well with modern learning theory and do not take full advantage of our current knowledge of how people learn [22]. With technological advancements and the explosion of innovative approaches to education in general, there are many alternative (and arguably superior) approaches to the traditional didactic lecture, including the flipped classroom and problem-based learning [22]. Most previous studies focus on either of them separately, however, these two teaching methods both have several disadvantages.…”

“…Most previous studies focus on either of them separately, however, these two teaching methods both have several disadvantages. For example, in PBL, some students complained about the time requirements and the lack of suitable learning materials [23, 24], and in the flipped classroom, some students suggested that reduced instructor contact could negatively affect them and that learning effects would not be improved without increased direction and support from faculty [22, 24–26]. Therefore, combining the flipped classroom and PBL methods may allow for them to complement each other: on the one hand, pre-class teaching materials in flipped classrooms provided by instructors can save students time for preparation and lay a good foundation for the development of teaching in PBL; on the other hand, the small-group, teacher-oversight module in PBL can also make teaching more efficient.…”

Strategic Considerations for Applying the Flipped Classroom to Neurology Education

“…Despite taking center stage within medical education curricular revamps, the flipped classroom as an educational model still represents a challenge for neurology students and educators alike across different subspecialties along the training continuum. Although “together time” is particularly important in neurology education, and in‐person, one‐on‐one interaction is invaluable, technology offers several active learning resources (eg, e‐book, video, podcast, live video conferencing, patient interviews) that can be used to fight neurophobia at different levels (from medical students to residents), and even mentor the next generation of health care providers within a flipped context. Neurology is embracing the flipped format with a delay compared to other areas within medical education; a MEDLINE/PubMed search with the keywords “flipped classroom neurology” retrieved only 14 results, a relative paucity compared to the 401 articles published on the matter with regard to medical education (Fig A).…”

Education Research: Flipped classroom in neurology

“…Furthermore, it is paramount to align educational methods with the clinical experience: subspecialty rotations offer a unique opportunity to exploit the possibility of matching daily students' activities on service with the out-of-the-classroom didactic sessions. 21 Another consideration for implementing new educational models, such as the flipped classroom, is alignment of in-class activities and assessment tools used as primary outcomes. While there is consensus that in-class activities should engage the learner's active participation, 22 there is less agreement on the outcomes, for example, whether it should chiefly be the recollection of facts or improvement in problem-solving abilities.…”