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PubMed1998

The effectiveness of an interactive computer program versus traditional lecture in athletic training education.

OBJECTIVE: To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. DESIGN AND SETTING: Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. SUBJECTS: Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. MEASUREMENTS: A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. RESULTS: Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. CONCLUSIONS: Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education.

Journal Article↗

PubMed1995

Learning as a function of lecture length.

BACKGROUND: The purpose of this study was to compare the learning of family practice residents after lectures of differing lengths (either 20 or 50 minutes' duration). Immediate and delayed recall were measured by written quizzes administered at the conclusion of each lecture and 2 weeks later. METHODS: A total of 390 quizzes, 220 immediate and 170 delayed, were completed by residents from all three year groups attending didactic lectures as part of the regular training program curriculum at Naval Hospital Jacksonville. The completed quizzes were divided almost equally between 20- and 50-minute lectures. RESULTS: No significant difference was found when the Student's t test was used to compare the quiz scores following the contrasting lecture lengths at either the immediate post-lecture period (P = .294) or 2 weeks later (P = .5443). CONCLUSION: This study shows that a 20-minute lecture was equal to the classic 50-minute lecture in terms of information retained by residents. If future studies confirm this study's findings, medical educators will need to reevaluate the length of lectures to improve efficiency of teaching.

Family Practice↗

PubMedDate not supplied

Lecture skills in medical education.

The lecture is the most common method of transmitting information in medical schools and continuing medical education. In recent years this educational method has received considerable criticism because of poor lecturers and poor learning. The major advantage of the lecture is the ability to teach pertinent up-to-date information in an efficient manner. The major limitation is the passivity of the method with the teacher speaking and the listener passively receiving the material with considerable opportunity to be bored. The effective techniques of lecturing are: 1) environment aids learning: 2) an introduction perks interest; 3) stating objectives helps audience to respond analytically; 4) outlining a lecture helps clear thinking; 5) non-verbal behavior increases learning; 6) use of voice shows interest and clarity; 7) content is understood if it fits objectives; 8) organized lecture fits the time available; 9) visual aids used should be clear and understandable; 10) a summary helps to retain what is learned; 11) closure should be upbeat and should restate objectives; 12) questions should be answered succinctly. The medical lecturer can improve his skills by studying them, rehearsing while being observed by colleagues and by performing a self-analysis of video-taped lectures.

Communication↗

PubMed2006

Medical student attendance at non-compulsory lectures.

The General Medical Council in the UK recommends that undergraduate medical students be exposed to a variety of learning opportunities and increasingly take responsibility for their own learning. This study presents quantitative and qualitative data relating to attendance at non-compulsory plenary lectures in order to understand factors affecting the value placed by students on this component of the first 2 years of a contemporary medical curriculum. Attendance data were available for 87% first year and 78% second year plenary lectures. There was no difference in attendance at lectures that were delivered telematically to a remote site when compared with those where the speaker was present. There were markedly more students attending lectures at the beginning of the first academic year, with numbers decreasing as the year progressed. More first year students attended lectures on biomedical science and clinically focussed topics than on human science and public health whereas second year student attendance was similar across topics. Reasons given for non-attendance at plenary sessions fell into "student-related" factors (e.g. dislike of lecture-based learning) and "teaching-related" factors (e.g. perceived variable quality of lectures). This study confirms that some students value lectures highly as a method to supplement other learning opportunities, whereas others find they learn better by other means.

Absenteeism↗

PubMed1994

Lectures by neurosurgery and neurology faculty at U.S. medical schools.

The lecture activity of neurology and neurosurgery faculty at allopathic medical schools during the academic years 1985-1986 through 1987-1988 was surveyed. Lectures were categorized into three combinations for analysis: first- and second-year basic science, first- and second-year clinical, and third- and fourth-year clinical lectures. Both faculties delivered more hours of clinical than basic science lectures, and this held true at most schools. Neurology provided lectures at more schools in each of these categories, as well as offering more hours of lecture per student (school medians: 11.5, 18.0, 13.8) than did neurosurgery (school medians: 6.0, 5.5, 8.0). However, neurology faculty number two-and-a-half times neurosurgery faculty. Lectures given per teaching neurology faculty member (12.2) averaged approximately the same as per teaching neurosurgery faculty member (11.5). Increased exposure to the lectures of neurology or neurosurgery faculty did not increase subsequent student enrollment in a first clinical clerkship in that discipline when students had a choice of clerkships.

Clinical Clerkship↗

PubMed2006

Lectures are such an effective teaching method because they exploit evolved human psychology to improve learning.

Lectures are probably the best teaching method for many students in many circumstances; especially for communicating conceptual knowledge, and where there is a significant knowledge gap between lecturer and audience. However, the lack of a convincing rationale has been a factor in under-estimating the importance of lectures, and there are many who advocate their replacement with written communications or electronic media. I suggest that lectures are so effective because they exploit the spontaneous human aptitude for learning from spoken (rather than written) information. Literacy is a recent cultural artefact, and for most of their evolutionary history humans communicated by direct speech. By contrast with speech, all communication technologies--whether reading a book or a computer monitor--are artificial and unnatural. Furthermore, learning is easier during formal, quiet, real-time social events. The structure of a lecture artificially manipulates human psychology to increase vigilance, focus attention, and generate authority for the lecturer--all of which make communications more memorable for the student. Instead of trying to phase-out lectures, we should strive to make them better by understanding that lectures are essentially formal, spoken, social events.

Humans↗

PubMed2002

Co-opting colleagues: appropriating Dobzhansky's 1936 lectures at Columbia.

This paper clarifies the chronology surrounding the population geneticist Theodosius Dobzhansky's 1937 book, Genetics and the Origin of Species. Most historians assume (a) Dobzhansky's book began as a series of 'Jesup lectures,' sponsored by the Department of Zoology at Columbia University in 1936, and (b) before these lectures were given, Dobzhansky knew he would produce a volume for the Columbia Biological Series (CBS). Archival evidence forces a rejection of both assumptions. Dobzhansky's 1936 Columbia lectures were not Jesup lectures. The book he intended to write from his lectures began as a stand-alone text in evolutionary genetics; the CBS had been defunct since 1910. In May 1937 - seven months after Dobzhansky's Columbia lectures - Leslie Dunn lobbied Columbia University to revive the CBS and the Jesup lecture series. He then quietly back dated, naming Dobzhansky a Jesup lecturer and co-opting his book manuscript as the first volume in the revived CBS. A detailed chronology of this 1936-1937 period is provided. This relocates the CBS and Jesup revivals within the narrow context of zoology at Columbia University. These helped Dunn and colleagues define cutting edges and define themselves as managers and promoters of those edges.

Biological Evolution↗

PubMed1998

Lecturer practitioners: a literature review.

Much of the existing literature on lecturer practitioners to date is comprised of the perspectives of individuals within the role and how they function in their specific setting. It is surprisingly difficult from this work, however, to define the role of lecturer practitioner. The authors were commissioned by a regional health authority to undertake a study of lecturer practitioners within that region. In the process of undertaking this study, a literature review was carried out. Whilst the authors found an abundance of literature surrounding the theory and practice gap, and the development of the lecturer practitioner role as one possible solution, they were not able to find a comprehensive review of the multifaceted aspects of the lecturer practitioner role. This paper is an attempt to provide such a review, and will address the following aspects: the need for lecturer practitioners; their origin within nursing and midwifery education; the development of the lecturer practitioner role; the debate surrounding academic and clinical credibility; and finally, the current situation for lecturer practitioners.

Clinical Competence↗

PubMed1987

Stress in student teachers during real and simulated standardized lectures.

This study describes and compares the intensity of stress responses, both psychologically and physiologically, to a real and a simulated stressor. The real stressor involved lecturing to a class of students in a post-secondary institution during a practice teaching course. The simulated stressor was a simulated, standardized lecture given in a lecture room to 6 fellow students and 2 members of the university staff. To gain insight into the intensity of the stress responses, the measurements took place before, during, and after lecturing. The adaptation to the stressor after a teaching practice period in which the student teacher gave at least 20 lectures was also studied. Subjective anxiety scores were obtained in both situations from 26 subjects. For 12 of these subjects, heart rate responses were also obtained. The psychological and physiological data indicated that lecturing imposes a severe load on the student teacher, especially at the beginning of the teaching experience. At the end of the practice course, all stress indices showed lower values. Heart rate and subjective anxiety scores indicated that the standardized lecture is experienced as more ego threatening than the real lecture.

Adaptation, Psychological↗

PubMed2004

The role of video technology in on-line lectures for the deaf.

PURPOSE: The purpose of this paper is to determine the effectiveness of web-based video lectures on demand for the deaf in comparison to the traditional method of teaching using a sign language interpreter. The web-based lectures presented are specifically designed for the deaf in education and in rehabilitation. METHOD: Sixty-three deaf students and adults were divided into four groups. All of the groups were made up of users who shared similar knowledge in the field of computers, but with different abilities in using computers, from beginners to advanced users. All of the groups were of mixed gender. The first two groups (consisting of 23 test users) graded the usability of the user interface for web-based lecture on demand with the help of the standardized SUMI questionnaire. After that, two groups (20 students from high school and 20 adults) joined in a 45-min informational program on the history of the deaf. Both groups were then divided into two smaller subgroups of 10 participants. The first subgroup in the first part of the learning program followed a traditional teaching style with the help of a teacher and an interpreter for Slovenian sign language. Meanwhile, the second group observed a 12-min web-based video lecture on demand and still had available an additional 18 min for a more detailed observation of the video. At the end of the lecture, the teacher used the questionnaire to review the participants' understanding of the content of the lecture in both of the groups. During the entire testing period, the interpreter used Slovenian sign language. RESULTS: By using the SUMI questionnaire, we determined the usability of the user interface for comprehension and gathering of knowledge. We discovered that the system was usable according to the standards. The global Median results (Global Median=51) were in the range of 50. In the second part of testing, we determined the level of significance between the traditional and web-based lectures. The results were statistically evaluated using the t-tests and the ANOVA test. From the t-tests we established the hypothesis that the number of correct answers for both groups (group 1: web-based, group 2: traditional) differed. The t-test used for the age groups rejected the hypothesis that the number of correct answers for both groups differed, where group 1 was comprised of adults and group 2 was comprised of students. Additionally, the ANOVA test showed that the number of correct answers for adults using traditional lectures differed significantly from the number of correct answers for both adult and student web-based users. The ANOVA test showed no differences between any of the remaining groups. CONCLUSIONS: We can conclude that for deaf people it is extremely important to introduce the use of information and communications technology on all levels of education and rehabilitation. This increases their ability to learn and improves their understanding of learning materials, especially if the applications are designed specifically for their needs. Through daily exposure to a larger number of such materials, we can positively influence the literacy (reading and writing skills) of the deaf. With increased literacy, the deaf would be able to read literature, and subtitles, enabling them to receive information through written sources. Therefore, we can expect them to have a higher self-esteem, more easily integrate into society and have more opportunities for employment.

Adolescent↗

PubMed2005

On the additional value of lectures in a problem-based curriculum.

OBJECTIVE: The purpose of this article is to report on a study conducted to investigate the additional value of lectures in problem-based learning. We hypothesized that lecture quality, as indicated by students, would have a positive influence on time students would spend on self-study, that they would increase intrinsic interest in subject matter and would have a positive influence on achievement. Lecture quality would, in this view, add to other factors that play a role in problem-based learning, such as prior knowledge of students, the quality of problems presented, the functioning of the tutor and small-group collaboration. METHOD: The hypothesis on the influence of lecture quality on learning was assessed by means of testing a structural equating model, using data from 1500 students. DISCUSSION AND CONCLUSIONS: We concluded that lecture quality does not affect time spent on study, does not add to achievement and does not influence intrinsic interest in subject matter. Post-hoc analysis, however, demonstrated the quality of lectures was related to other components of problem-based learning, not part of the presented model, such as students' perceptions of lectures as organizer of their study efforts or lectures as a means of putting the problems into a broader perspective.

Algorithms↗

PubMed1991

The validity of lecturer ratings by students and trained observers.

This study sought to determine to what degree student ratings of specific lecturer characteristics relate to trained observer ratings of such characteristics and to identify the distinguishing delivery characteristics of highly rated lecturers. The 15 lowest-rated lecturers and the 15 highest-rated lecturers, based on the mean ratings of students from two consecutive years (1982 and 1983) in a large multi-instructor course, served as the target group. Blinded non-student raters observed the lectures in 1984 (two per lecture) and completed quantitative and qualitative forms. For all six subscores from the quantitative form, statistically significant differences between the lecturers given the highest and lowest ratings were obtained. It is concluded that the students' ratings were stable across the three years; the independent observers discriminated between the lecturers the students rated the highest and the lowest; voice presentation characteristics discriminated the most effectively; and nonmedical non-student observers are potentially a useful source of information regarding faculty teaching skills.

Education, Medical, Undergraduate↗

PubMed1982

Recall of lecture information: a question of what, when and where.

In this paper we report on a study in which both immediate and long-term (4-month delay) recall of lecture information was tested in a group of preclinical medical students. Comparisons were made of the recall of visually and verbally presented lecture information and of information presented during different time periods in the lecture. A clear superiority of visual information over verbal information was found in both immediate and long-term recall. Information presented between the fifteenth and thirtieth minutes of the lecture was recalled best whereas the worst recall was found for information presented in the first 15 minutes. The seating position of the student in the lecture theatre was also found to be associated with the level of immediate recall but this may be a reflection of motivational factors which determine where students choose to sit rather than of seating position per se. The overall pattern of results indicate that the level of recall of lecture information by medical students is therefore a function of what type of information is presented, when during the lecture it is presented and where the student sits in the lecture theatre.

Education, Medical, Undergraduate↗

PubMed2004

Creation of a web-based lecture series for psychiatry clerkship students: initial findings.

OBJECTIVE: In recent years, the trend in medical education has been to utilize clerkship settings outside the medical school. Subsequently, students rotate at distant sites from the main campus and have lectures of varying quantity and quality. The objective of the present study was to standardize the core didactic experience for students in the Psychiatry clerkship by using web-based lectures and to assess student satisfaction with such lectures. METHODS: Students completed a brief satisfaction questionnaire after viewing both web-based and live lectures. RESULTS: Students rated both web-based and live lectures positively, although overall satisfaction ratings were higher for live lectures. Shelf-exam scores improved for the current year, suggesting that learning was not negatively affected by the use of web-based lectures. CONCLUSIONS: Web-based lectures appear to be a feasible and satisfactory way to ensure didactic comparability across clinical sites.

Clinical Clerkship↗

PubMed2003

Experiences of using an interactive audience response system in lectures.

BACKGROUND: Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. METHODS: Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. RESULTS: Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. CONCLUSIONS: The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing.

Education, Medical↗

PubMed2004

Medical student evaluations of lectures attended in person or from rural sites via interactive videoconferencing.

BACKGROUND: Interactive videoconferencing may be an effective way for medical students on remote rotations to attend teaching sessions at the main campus. PURPOSE: To compare medical student evaluations of lectures for those attending in person and those attending through interactive videoconferencing. METHODS: Lecture evaluations were completed by medical students on University of Vermont College of Medicine clinical clerkship rotations. Students on clerkships at rural sites attended lectures using our telemedicine network. Responses from in-person and remote attendees were compared. RESULTS: Evaluation forms for 110 lectures were received from 648 in-person and 255 remote attendees. All evaluation items were rated "good" or "excellent" by at least 95% of in-person attendees. Over 90% of remote attendees rated nontelemedicine evaluation items, such as appropriateness of lecture topic for students, as good or excellent. Ratings of telemedicine-specific questions, such as ability to hear the lecturer, were lower. CONCLUSIONS: Level of satisfaction was high for most aspects of remote lecture attendance, although not quite as high as for in-person attendance. Improved technical reliability would likely increase remote attendee satisfaction. Overall, lecture attendance using videoconferencing was found to be an acceptable alternative to travel for medical students in rural clerkships.

Computer-Assisted Instruction↗

PubMed2006

A comparison of interteaching and lecture in the college classroom.

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.

Achievement↗

PubMedDate not supplied

A comparison between lecture and videotape inservice for certified nursing assistants in skilled nursing facilities.

OBJECTIVE: Certified Nursing Assistants (CNA) provide most of the direct patient care in skilled nursing facilities (SNF). CNAs undergo mandatory inservice education regarding a variety of clinical conditions, but high CNA turnover and diverse cultural and educational backgrounds are persistent obstacles to overall staff education. A standardized, easily administered, highly reproducible training intervention would be valuable. We compared the efficacy of videotape versus standard lecture for inservice education relating to topics of dementia care, restraint use, and falls. DESIGN: A prospective randomized study. SETTING: Certified Nursing Assistants were recruited from three SNFs in San Diego County California between November 1997 and August 1998. PARTICIPANTS: The 82 CNAs who participated in the study were all CNA certified in California, employees of the study SNFs, and provided direct clinical care to SNF residents. All participants received regular inservice training. INTERVENTIONS: (1) Standard inservice lecture, (2) Videotape of inservice lecture material supplemented with brief clinical video vignettes. MAIN OUTCOME MEASURES: Scores on a 72-item multiple choice/true-false examination. MAIN RESULTS: Both lecture and video inservice education were effective in this CNA population. Test scores were significantly higher for both inservice groups compared with the control group (P < 0.001). There was no statistically significant difference between test scores for the two intervention groups (control = 63.1 +/- 8.2%, lecture = 78.2 +/- 8.9%, video = 77.9 +/- 11.2%). Knowledge retention was similar between the two intervention groups at 4 months. Lecture subjects who scored highest were more likely to have family members with dementia (P = 0.037), and video subjects who scored highest were younger (P = 0.007). CNA video subjects who scored highest on the examination were more likely to have English as their primary language compared with the highest scoring CNA lecture subjects (P = 0.012). CONCLUSIONS: Compared with control group scores, videotape and lecture inservice interventions were equally effective at increasing and maintaining test scores. The ease of frequent video intervention and the identification of learner characteristics most suited to the video format make audiovisual education a potentially powerful medium for CNA training. These data have important implications for future educational interventions in the SNF.

Journal Article↗