Theories and Practical Steps for Delivering Effective Lectures

Sandhu, Sumit; Afifi, Tracie O.; Amara, Francis M.

doi:10.4172/2161-0711.1000158

Cited by 10 publications

(8 citation statements)

References 38 publications

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“…Efforts to improve lecturing have come far in recent years. Several authors have recently shared insightful techniques to promote active learning, including incomplete outlines, break activities, relatable examples, and teachable skills [4,[11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Lecture Evaluations by Medical Students: Concepts That Correlate With Scores

Jen

Webb

Ahearn

et al. 2016

Journal of the American College of Radiology

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Purpose: The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores.Methods: All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest-versus lowest-rated (> or < 1 SD) lectures were identified.Results: A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 AE 0.62. Three tags were significantly positively correlated with lecture score: "interactive"; "fun/engaging"; and "practical/ important content" (r ¼ 0.39, r ¼ 0.34, and r ¼ 0.32, respectively; all P < .001). More tags (n ¼ 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: "not interactive"; "poorly structured or unevenly paced"; and "content too detailed or abundant" (r ¼ e0.44, r ¼ e0.39, and r ¼ e0.36, respectively; all P < .001). Analysis of only the highest-and lowest-rated lectures yielded similar results.Conclusions: Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated.

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Section: Introductionmentioning

confidence: 99%

Lecture Evaluations by Medical Students: Concepts That Correlate With Scores

Jen

Webb

Ahearn

et al. 2016

Journal of the American College of Radiology

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“…Students often perceive integrated lecture models rather than traditional didactic instruction (facultyas-tellers) as a more effective approach to instruction (Raman & Raju 2015). The last two decades have seen an increase in research calling for a more active approach to teaching, where students are part of the learning process, rather than passive consumers of information (Richardson 2008;Sandhu, Afifi & Amara 2012). The use, specifically, of OER-enabled Pedagogy may disrupt the traditional power dynamics of the classroom and make students co-creators of course content (Cronin 2016).…”

Section: The Role Of a 21st Century Faculty Membermentioning

confidence: 99%

A Case Study in Mitigating COVID-19 Inequities through Free Textbook Implementation in the U.S.

Williams¹,

Werth

2021

Journal of Interactive Media in Education

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COVID-19, in addition to disrupting the global education system in general, is widening the economic and racial gaps institutions have spent years trying to address. The economic reality is that students who work to support themselves, their families, and purchase educational materials needed to succeed have been disproportionately harmed. This article discusses how the global COVID-19 pandemic is compounding structural inequities inherent in higher education. This requires faculty to reevaluate their role as agents of change in a world that is fundamentally different than it was a short time ago. The experience of one liberal arts institution in the U.S. who moved all courses to free materials in under six months will be recounted as an example of what is possible during extraordinary circumstances if students are truly prioritized during strategic planning.

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“…[ 8 , 9 ] The LBL medical curriculum is didactic lectures and was firstly implemented by the American Medical College Association and American Academy of Medicine in 1894. [ 10 ] It has been applied at the core of medical education in the majority of medical colleges. However, studies revealed that PBL approach was a greater effective teaching approach for acquisition of basic knowledge compared with LBL.…”

Section: Introductionmentioning

confidence: 99%

“…PBL requires the student having the ability to solve the practical problems through self-learning from the text, not only passively accept the knowledge from the teachers compared to the lecture-based learning (LBL) [8,9] . The LBL medical curriculum is didactic lectures and was firstly implemented by the American Medical College Association and American Academy of Medicine in 1894 [10] . It has been applied at the core of medical education in the majority of medical colleges.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of the problem-based learning in medical cell biology education

Wang

2021

Medicine

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Background: Problem-based learning (PBL) was widely adopted in medical cell biology education for Chinese student; however, there was no systematic analysis to prove PBL was much more effective than lecture-based learning (LBL). Our aim is to evaluate the effectiveness of PBL on cell biology curriculum compared with LBL. Method: We systematically searched the publications related to PBL teaching approach in cell biology curriculum for medical education from databases until to February 2021. Pooled standard mean differences (SMDs) and risk ratios with their 95% confidence intervals were used to assess the effectiveness of PBL and the satisfaction of students to PBL compared to LBL in meta-analysis. The heterogeneity of the included studies was assessed by statistical I 2 of heterogeneity. Meta-regression and subgroup analysis were performed to analyze the source of heterogeneity. Funnel plots and Egger tests were performed to assess publication bias. Result: After initial searching and selection, 9 studies were included for meta-analysis. All of these 9 studies were in high quality. The SMDs (95% confidence intervals) of total examination scores and comprehensive examination scores between PBL and LBL curriculum in cell biology teaching was calculated to be 0.89 (0.52, 1.26) and 0.53 (0.29, 0.78). Meanwhile, the risk ratios of the satisfaction of PBL vs LBL were calculated to be 1.18 (0.96, 1.46). However, there was a heterogeneity among the pooled SMDs of 10 studies with I 2 = 89.7%, P < .001. The factors including the different teachers, the similar or same examination paper and over 100 student numbers among PBL and LBL groups raised the heterogeneity in the pooled SMDs. There is no publication bias in these 10 publications after Egger and Begg test. Conclusion: The result indicated PBL was better than LBL in improvement of examination scores and comprehensive examination scores in cell biology curriculum to some extent. However, the satisfaction of students to PBL and LBL had no difference. The factors, including the different teachers, the similar or same examination papers and over 100 student numbers, affected the effectiveness of PBL and raised the heterogeneity of the pooled SMDs.

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Theories and Practical Steps for Delivering Effective Lectures

Cited by 10 publications

References 38 publications

Lecture Evaluations by Medical Students: Concepts That Correlate With Scores

Lecture Evaluations by Medical Students: Concepts That Correlate With Scores

A Case Study in Mitigating COVID-19 Inequities through Free Textbook Implementation in the U.S.

The effectiveness of the problem-based learning in medical cell biology education

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