Wright State University Boonshoft School of Medicine

Roman, Brenda; Hayden, Colleen; Overman, Irina

doi:10.1097/acm.0000000000003313

Cited by 3 publications

(2 citation statements)

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“…The question whether the complete dismissal of lecture instruction in favor of a flipped classroom model is a desirable goal when reforming curricular structure has not been scientifically answered 48 . Some educators are arguing for medical education without lectures and a few schools have or are currently adopting such curricula 49–51 . Importantly, such an approach is not unanimously supported by student learners 45 .…”

Section: Discussionmentioning

confidence: 99%

“…48 Some educators are arguing for medical education without lectures and a few schools have or are currently adopting such curricula. [49][50][51] Importantly, such an approach is not unanimously supported by student learners. 45 The shift from a teacher-focused to a more student-centered pedagogy requires more self-discipline and independence from learners, something not all students may be prepared to undertake.…”

Section: Muzzling the Lecturermentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

Section: Muzzling the Lecturermentioning

confidence: 99%

The freedom to teach (at the best)

Hortsch

Rompolski

2022

Anatomical Sciences Ed

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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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