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PubMed2000

[On line ophthalmologic education. Live transfers and on demand lectures via Internet].

Continuing medical education for ophthalmologist is important and demanded from the board of ophthalmic organizations. The use of new multimedia possibilities provided by the internet, offers an alternative to acquire the training sessions requested by the board. Aim of the paper is to show the efforts made, to place an internet-based training website for ophthalmologists by transferring live ophthalmology events via the internet. The live-transfers of selected lectures is realized by transferring the original sound compatible to the software "Real-Audio-Player" with an rate of 8000 Hz (encoding-depth 14 bits). By using this software it is possible to follow the lectures live. It includes also 2 live-pictures of 2 digital camcorders to show the appropriate slides from the lecturer. The live broadcasted lectures were afterwards revised and are available at any time as "on-demand lectures" with original sound and slides. Since November 1997, 15 continuing medical education events for ophthalmologists of the University Erlangen-Nürnberg, Germany and from other universities were live broadcasted covering all aspects of phthalmology can be viewed as "on-demand lectures" with original-sound and slides under the internet-addresse http:¿www.onjoph.com/deutsch/live.html. The broadcasted events of workshops were watched via the internet with the appropriate software by 3500 persons, and approximately 5200 persons were listening at least one of the lectures since 1997.

Education, Medical, Continuing↗

PubMed2006

The latest is the greatest? Results of a structured lecture about aromatase inhibitor use for breast cancer.

BACKGROUND: The aromatase inhibitors (AIs) are increasingly surpassing tamoxifen as the endocrine treatment of choice for postmenopausal breast cancer patients. With their increasing use, there is concern that they are being inadvertently prescribed to pre- and peri-menopausal women. METHODS: As part of a continuing medical education program for 264 practicing surgeons, a 15-min lecture was given over viewing hormone therapy for early stage breast cancer. Two multi-choice questions were asked before and after the lecture regarding the optimal hormonal treatment for pre and postmenopausal women. RESULTS: For the optimal treatment of premenopausal women, 36% of respondents chose tamoxifen before the lecture, rising to 82% after it (p<0.01). However 37% suggested an AI would be best, with a further 27% choosing either an AI or tamoxifen, falling to 7% and 11% respectively after the lecture. Before the lecture, 30% of the participants stated that any of the listed treatment options; tamoxifen alone, an AI alone or a combination of tamoxifen and an AI would be acceptable for postmenopausal women. Following the lecture, 53% chose this option (p<0.01). CONCLUSIONS: In many countries it is practicing surgeons who commence endocrine therapy for patients with breast cancer. The findings of this study are useful from two points. Firstly it is clear that many physicians feel that AIs are an effective adjuvant endocrine therapy for premenopausal breast cancer. Secondly it demonstrates the benefits of continuing medical education as a significant improvement in test scores was noted after a structured lecture.

Aromatase Inhibitors↗

PubMed2001

The computer-based lecture.

Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of "live" versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation.

Computer-Assisted Instruction↗

PubMed2000

Problem-based learning within health professional education. What is the role of the lecturer? A review of the literature.

With the increasing popularity of using problem-based learning (PBL) within health professional curricula, it could be argued that the health lecturer's role in education is changing. As a lecturer, I have only recently become involved in using PBL. With increasing exposure to the process and through reviewing the literature, I have come to realise that the role of the lecturer is fraught with difficulty. The literature is often conflicting with PBL meaning different things to different people (Barrows 1986). It provides no consistent guidelines as to how the lecturer should adapt to undertake this new role. This article explores the issues around the role of the lecturer within PBL and through reviewing the literature, investigates the level of intervention the lecturer should provide when students are undertaking the PBL process. Suggestions will be made to 'facilitate' the lecturer into facilitating an effective teaching strategy.

Education, Nursing, Baccalaureate↗

PubMed2003

[Objective evaluation of clinical pharmacy lectures and experience in a master program using visual analog scale method].

We conducted an investigation to determine whether the visual analogue scale (VAS) method could be utilized in evaluating the lectures and pharmacy experience of the Division of Pharmacy and Health Sciences, Graduate School of Natural Science and Technology, Kanazawa University. Graduate students who had finished the 1-year pharmacy experience at the Kanazawa University Hospital were asked to make a self-evaluation of the understanding/attainment of lectures and experience in the course. Since the experience was carried out as a one-student-to-one-pharmacist system, the preceptors (pharmacists) were also asked to evaluate their corresponding students. When evaluating the necessity of the lectures, students tended to feel that the medical science- or pharmacotherapy-related subjects were important and those of social sciences were less important. These results suggest the need to review the contents of the lectures to enhance the interests of the students in the latter. By comparing the extent of understanding of each lecture before and after pharmacy experience, it was found that students had a better understanding of the lectures through their experience. In most results from the answers in pharmacy experience, students also scored themselves higher than their preceptors. Therefore comparisons of evaluation may provide more objective results in pharmacy experience. It was demonstrated that utilization of the VAS method and comparing the data are very useful in evaluating not only students' understanding/attainment but also the importance and usefulness of lectures and pharmacy experience in an objective way.

Adult↗

PubMed2003

Lecture versus Web tutorial for pharmacy students' learning of MDI technique.

OBJECTIVE: To compare pharmacy students' acquired knowledge and ability to assess metered-dose inhaler (MDI) technique after a traditional lecture versus a Web-based MDI technique tutorial. METHODS: All 42 third-year PharmD students completed a baseline MDI technique knowledge test and were then randomized into 1 of 3 groups. The Web group completed the tutorial on the college dispensing laboratory computers; the lecture group participated in the MDI technique excerpt of the asthma therapeutics lecture; and the control group participated in a 15-minute discussion of participants' hobbies. Afterward, participants in each group completed an identical MDI technique knowledge posttest. Students then observed a standardized mock patient perform MDI technique, documenting steps that were conducted incorrectly. MDI technique knowledge test and MDI technique evaluation test scores were compared between groups using repeated measures ANOVA. RESULTS: There was no significant difference in the baseline MDI technique knowledge test scores between groups. The post-MDI technique knowledge test scores for the Web and lecture groups did not differ significantly (p = 0.38), and both were significantly different from the control group (p < 0.001). MDI technique knowledge scores increased significantly for the Web and lecture groups from pre- to post-assessment, but did not change for the control group. A 2-way repeated measures ANOVA analysis demonstrated no significant interaction of subject and group characteristics. The MDI technique evaluation scores for the Web and lecture groups were not significantly different (p = 0.50), and both were significantly different from the control group (p </= 0.001). CONCLUSIONS: The Web-based MDI technique tutorial was as effective as the standard lecture format in pharmacy students acquiring knowledge of MDI technique and in evaluating a mock-patient exhibiting incorrect MDI technique. Further testing is required to assess the longitudinal effect of the program.

Curriculum↗

PubMed2002

Learning to lecture: exploring the skills, strategies, and practices of new teachers in nursing education.

A common experience among new teachers is learning how to lecture. Lecturing is a skill, a strategy, and a practice. As a skill, lecturing is learned over time. For example, teachers learn how to select content to hold students' attention. Lecturing is a strategy teachers use when they want to efficiently cover a great deal of content. In addition, it is a practice that has shared meanings, practical knowledge, and language. Exploring how new teachers learn to lecture clarifies the nature, meaning, and significance of lecturing in nursing education. The study described in this article used Heideggerian hermeneutic analyses to explicate the common experiences (i.e., themes and patterns) of new nurse teachers. Learning to Lecture as a theme is described, and implications for teacher preparation and future research are offered.

Attitude of Health Personnel↗

PubMed1975

The Dr. Fox effect: a study of lecturer effectiveness and ratings of instruction.

Students viewed one of six lectures which varied only in substantive teaching points (content) covered and seductiveness. These 207 students then rated the effectiveness of the presentation (satisfaction ratings) and completed a 26-item achievement test. Students who viewed high seduction lectures performed better on the achievement test than did students who viewed low seduction lectures. Similarly, students who viewed lectures high in content performed better on the cognitive test than did students who viewed low-content lectures. The relationship between staisfaction ratings and student achievement was not perfect. Students gave higher ratings to seductive lectures. However, ratings reflected differences in content-coverage only under low seduction conditions. The ratings were not sensitive to variations in content-coverage when lectures were highly seductive. The "Doctor Fox Effect" appears to be more than an illusion. Seductiveness affects both student ratings of instruction and achievement.

Achievement↗

PubMed2003

[The interactive lecture. A simple form of student-activating learning].

INTRODUCTION: Activation of students in lectures to enhance learning by means of questions to be answered in buzz groups has been described in pedagogic handbooks and articles. We tried the concept in three lectures in biochemistry in order to evaluate use of time, training requirements of the lecturer, and method acceptance by students. MATERIAL AND METHODS: The experiment was carried out with a group of 87 medical students from a 4th semester course in biochemistry. Evaluation was made by direct observation and analysis of quantitative and qualitative data from a student questionnaire. RESULTS: Buzz groups and questions took less time than anticipated and not more than ten minutes of the lecture time. The lecturer needed supervision from a colleague to function well. Acceptance of the procedure was high among the students. Qualitative data indicate that students used more time for self-studies and moved towards deep learning. DISCUSSION: We conclude that interactive lecture could be implemented without major problems in lecture based educational programmes and that it is useful for the learning of the students.

Biochemistry↗

PubMed2004

A study of job strain and dissatisfaction among lecturers in the School of Medical Sciences Universiti Sains Malaysia.

Job stress has now become one of the most significant health and safety issues in the workplace and one of the least understood areas of organizational cost. A cross-sectional study to assess job strain and dissatisfaction in lecturers of the School of Medical Sciences, Universiti Sains Malaysia (USM) was undertaken between August 2001 and May 2002. The original English version of the Job Content Questionnaire (JCQ) version 1.7 (revised 1997) by Robert Karasek was self-administered to 73 (response rate 58.4%) lecturers in School of Medical Sciences USM. The prevalence of job strain (defined by low decision latitude and high psychological demands) in USM was 23.3%. The risk factors of job strain in the lecturers were psychological stressors (adjusted OR 1.2, 95% CI 1.0, 1.4), created skill (adjusted OR 0.4, 95% CI 0.2, 0.8) and working in clinical-based departments (adjusted OR 18.7, 95% CI 1.6, 22.7). The prevalence of job dissatisfaction was 42.6%. Associated factors of job dissatisfaction in USM lecturers were decision authority (p < 0.001) and psychological job demand (p < 0.001). We conclude that psychological stressors and created skill were non-protective and protective, respectively, against job strain in USM lecturers. Clinical-based lecturers experienced higher job strain compared to non-clinical-based lecturers. Psychological job demand was strongly associated with job dissatisfaction, and decision authority was protective against job dissatisfaction.

Adult↗

PubMed2004

Interactive computer-assisted instruction vs. lecture format in dental education.

PURPOSE: The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences. METHODS: Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05). RESULTS: There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.

Analysis of Variance↗

PubMed2002

A comparison of a lecture and computer program to teach fundamentals of the Draw-a-Person test.

BACKGROUND: Although computer-assisted education has been used to augment education in many areas, there are few studies of programs designed to replace lectures in a medical curriculum. OBJECTIVE: To test whether a thoughtfully designed computer program can replace a standard lecture in a pediatrics curriculum while teaching the subject matter equally well. METHODS: A computer program was developed to teach the Draw-a-Person developmental test using the multimedia-authoring tool Director. One of us (A.E.C.) tested and modified the program several times during its creation after submitting it to several objective evaluators. Thirty-nine students taking the clinical pediatrics rotation were chosen by month to interact with the program or attend the lecture. All students then scored 3 drawings and assigned them a developmental age according to the Draw-a-Person test rules. Students assigned to the computer program also completed a questionnaire evaluating the program in several subjective areas. A t test for 2 samples assuming equal variance was used to analyze the test results. RESULTS: Students receiving the lecture (control group) scored the 3 drawings as 5.43 years (age range, 4.5-8 years), 9.08 years (age range, 7-12 years), and 3.5 years (age range, 2-5 years), respectively. Those using the computer program (study group) scored the 3 drawings as 5.91 years (age range, 5-7 years), 7.68 years (age range, 7-8 years), and 4.34 years (age range, 3-5 years), respectively. The correct answers for the ages were 6, 7.75, and 4.25 years, respectively. A t test for 2 samples assuming equal variance showed that students using the computer program performed better on all 3 drawings (P<.05, P<.02, and P<.002, respectively). CONCLUSIONS: Students using the computer program were more accurate than students attending the lecture when scoring drawings and estimating a developmental age from them. These results support the conclusion that a thoughtfully designed computer program can replace a standard lecture in a pediatrics curriculum.

Attitude to Computers↗

PubMed1976

Recruitment of college volunteers for community service organizations using the lecture method.

The present study was undertaken to determine those variables which best predict college students' reactions to lectures designed to solicit volunteers for a juvenile corrections program. One hundred and thirty-four students returned mailed questionnaires which assessed multiple variables related to: (1) audience characteristics, (2) recruiter (lecturer) characteristics, and (3) volunteer program (lecture content) characteristics. Results of canonical correlation analysis indicated that 8 of 17 predictor variables accounted for the majority of the variance in the volunteering behavior variate. Age of respondent, previous volunteer experience, overall lecture quality, understanding need for volunteer services, clarity and comprehension of volunteer roles, the value of the lecture as a significant learning experience, the opportunity for personal growth within the program, and the ability to influence existing structures were seen as important variables in predicting three volunteering behaviors. In particular, the data suggest that for recruitment programs using the lecture method recruiter characteristics have the greatest impact on soliciting volunteer personnel.

Adult↗

PubMed1991

Stress and coping in lecturing, and the stability of responses across practice.

The central issues of the present paper are the responses to the stress of lecturing in a standardized situation, and the adaptation to this stressor across a period of real-life lecturing practice. Special attention is given to the stability of rank-order in the physiological and psychological responses to the lecturing stressor across practice. Lecturing in the standardized situation involved lecturing at the training institute to six fellow student teachers and two members of the university staff. The responses to be measured were heart rate, cortisol excretion and subjective anxiety. The results indicate that lecturing is stressful for student teachers. The adaptation in stress responses was very significant. Despite the significant reduction in the stress responses, a considerable stability of rank-order was found, indicating that subjects who were the most reactive before practice were still more reactive after practice. The implications of a high stability in reactivity are discussed.

Adaptation, Psychological↗

PubMed2004

Faculty and resident preference for two different forms of lecture evaluation.

OBJECTIVE: This study was undertaken to compare the use of 2 different lecture evaluation forms developed for obstetrics and gynecology residents to evaluate core curriculum lectures given by faculty. STUDY DESIGN: Content and delivery of faculty lectures were evaluated by residents using (1) a 10-question evaluation form that used a 5-point rating scale and (2) a checklist evaluation form that offered multiple options to improve lectures but provided no numerical score. Each form was used exclusively for 4 months. Faculty received feedback from both forms; then faculty and residents were surveyed regarding their preferences. RESULTS: A total of 384 rating scale and 398 checklist evaluation forms were completed during the study period. Residents preferred to complete the rating scale evaluation forms (67%), whereas faculty preferred feedback from the checklist evaluation forms (62%). Faculty were more likely to plan changes to their lecture format with feedback from the checklist evaluation forms (75% vs 25%, P = .031). CONCLUSION: Although devoid of structured positive feedback, the checklist lecture evaluation form was preferred by faculty.

Faculty↗

PubMed2005

Didactic lecture versus instructional standardized patient interaction in the surgical clerkship.

BACKGROUND: Medical schools increasingly employ the standardized patient interaction (SPI) as a teaching and testing modality to prepare students for USMLE Step 2 Clinical Skills (Step 2 CS). However, little is known about the perceptions medical students have toward SPIs. We hypothesized that the SPI would increase the self-confidence of surgery students in their history and physical examination (H&P) skills as compared with the classic lecture format and that students would perceive the SPI as a valuable learning tool. METHODS: Students (n = 126) on the junior surgery clerkship were randomized into two groups. Group A (n = 61) received a didactic lecture on acute appendicitis. Group B (n = 65) participated in an SPI in which the portrayed patient had acute appendicitis. Student perceptions were surveyed by written questionnaire pre- and postencounter using a 5-point Likert scale, with 5 being the most favorable rating. Data (perceptions, performances on the SPI, clerkship grades) were compared using a Student t test followed by the Mann-Whitney rank sums test. RESULTS: Group A "enjoyed" the lecture format more than group B "enjoyed" the SPI format (3.4 +/- 0.1 versus 2.6 +/- 0.1, P <.001) and perceived the lecture as having more value to their overall education (3.5 +/- 0.1 versus 2.6 +/- 0.1, P <.001) than the SPI group. Surprisingly, student self-confidence in their H&P skills increased after the didactic lecture (from 3.6 +/- 0.1 to 4.1 +/- 0.1, P = .001) but not after the SPI (from 3.6 +/- 0.1 to 3.8 +/- 0.1, P = not significant). CONCLUSIONS: The didactic lecture format was not only enjoyed and valued more than the SPI, but our surgery students also perceived it as superior to the SPI in building confidence in history and physical examination skills. These findings suggest that surgical educators should develop ways to improve students' perceptions and attitudes surrounding the surgical SPI.

Adult↗

PubMed2005

A comparison of problem-based learning and lecture-based learning in an adult health nursing course.

PURPOSE: This study aimed to compare the effects of the problem-based learning (PBL) method with the traditional lecture method on learning in the cardiorespiratory nursing section of the Adult Health Nursing course. METHOD: A pretest-posttest experimental design was used. A total of 71 second-year nursing students in a three-year nursing program in Korea participated: 35 students in the PBL group in the fall semester of 2002, and 36 students in the traditional lecture group in 2003. The seven PBL packages were developed by the authors, based on an analysis of relevant learning content and clinical scenarios. RESULTS: The level of knowledge in the PBL group was significantly higher than that of students in the lecture group (t=2.007, p=.045). All PBL students with higher and lower grades showed a significant increase in the posttest score. But in the lecture group, only students with higher grades showed a notable increase. No statistically significant difference was found between the PBL and lecture groups in the level of attitude toward learning (t=1.669, p=.100). Learning motivation was significantly higher in the PBL group (t=2.608, p=.012). CONCLUSION: Students in the PBL group gained more knowledge and had higher motivation toward learning compared to students in the lecture group.

Adult↗

PubMed2006

The experiences of lecturer practitioners in clinical practice.

AIM: The aim of the study was to describe and understand the lived experiences of teaching for lecturer practitioners in the clinical workplace. BACKGROUND: Lecturer practitioners appear to have been introduced into practice to bridge the gap between academic and clinical learning although there appears to be little empirical evidence of how they work in clinical practice. METHODS: A qualitative approach was used in interpreting the transcribed interviews of five lecturer practitioners from different practice backgrounds working from the same university in the south of England. FINDING: Two synthesised interpretations of the lecturer practitioner experiences of teaching were described. One was of looking and seeing practice differently and challenging practitioners to do the same. The second was of working in the middle of the practice theory gap rather than trying to reduce it. CONCLUSIONS: Although the findings are not generalisable to other lecturer practitioners the participants appeared to work in partnership with practitioners to bring a change in the clinical environment where learning was supported and encouraged. The partnership appeared to place the onus on the practitioner to develop their practice and the lecturer practitioners appeared to work as an educational enabler.

Adaptation, Psychological↗