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At least 19 recordsLinked to original sources
PubMed2000

Successful lecturing: a prospective study to validate attributes of the effective medical lecture.

OBJECTIVE: In a study conducted over 3 large symposia on intensive review of internal medicine, we previously assessed the features that were most important to course participants in evaluating the quality of a lecture. In this study, we attempt to validate these observations by assessing prospectively the extent to which ratings of specific lecture features would predict the overall evaluation of lectures. MEASUREMENTS AND MAIN RESULTS: After each lecture, 143 to 355 course participants rated the overall lecture quality of 69 speakers involved in a large symposium on intensive review of internal medicine. In addition, 7 selected participants and the course directors rated specific lecture features and overall quality for each speaker. The relations among the variables were assessed through Pearson correlation coefficients and cluster analysis. Regression analysis was performed to determine which features would predict the overall lecture quality ratings. The features that most highly correlated with ratings of overall lecture quality were the speaker's abilities to identify key points (r =.797) and be engaging (r =.782), the lecture clarity (r =.754), and the slide comprehensibility (r =.691) and format (r =.660). The three lecture features of engaging the audience, lecture clarity, and using a case-based format were identified through regression as the strongest predictors of overall lecture quality ratings (R2 = 0.67, P = 0.0001). CONCLUSIONS: We have identified core lecture features that positively affect the success of the lecture. We believe our findings are useful for lecturers wanting to improve their effectiveness and for educators who design continuing medical education curricula.

Education, Medical, Continuing↗
PubMed2001

AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers.

This guide provides an overview of research on lecturing, a model of the processes of lecturing and suggestions for improving lecturing, learning from lectures and ways of evaluating lectures. Whilst primarily directed at teachers in the healthcare professions, it is equally applicable to all teachers in higher education. Lectures are the most ubiquitous method of teaching so they are an important part of a teacher's repertoire. Lectures are at least as effective as other methods of teaching at imparting information and explaining. Intention, transmission and output are the basis of a model of lecturing. The key skills of preparing lectures, explaining and varying student activities may be derived from the model. Preparation is based on purposes, content, various structures of lectures and the preparation of audiovisual aids. The essential ingredients of explaining are clarity, interest and persuasion. By varying activities, one can renew attention and develop student learning. Learning from lectures can be improved by teaching students the structure of lectures and methods of listening and note-taking. Student ratings of lectures are useful but over-used and limited ways of evaluating lectures. Equally important is peer review and more important than either student ratings or peer feedback is reflection on the practice of lecturing by individuals and course teams.

Journal Article↗
PubMed2005

Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories.

The teaching faculty for this course sought to address their own concerns about the quality of student learning in an impersonal large lecture biology class for majors, the difficulties in getting to know each student by name, and difficulties in soliciting answers and reactions from the students during the lecture. Questions addressed by this study were, Do active-learning activities in a small and personal lecture setting enhance student learning more than active-learning activities in large impersonal lectures? and Are students more satisfied with an educational experience in a small and personal lecture setting? Based on faculty perceptions of how they best relate to their students, the prediction was that the students in the experimental group with small lecture classes and increased direct contact with the teaching faculty would learn physiological principles better than the students in the control group in the large impersonal lecture portion of the course. One of the laboratory sections of this large enrollment biology course was randomly selected to be taught with separate small lectures by the teaching faculty. In addition, the teaching faculty participated in the laboratory with these students during their experiments correlated with the lecture material. The students in both groups were compared by pre- and posttests of physiological principles, final course grades, and class satisfaction surveys.

Biology↗
PubMed2005

Lectures in problem-based learning--why, when and how? An example of interactive lecturing that stimulates meaningful learning.

Even though opinions differ as to whether lecturing is compatible with problem-based learning (PBL) or not, lectures are still a common form of instruction in PBL curricula. This paper discusses the lecture in the framework of theories of learning in general and the medical problem-based learning tradition in particular. An example of how theories of learning can be implemented in the lecture hall is presented. Theories that underpin PBL as an educational philosophy rather than as a method of instruction are reviewed. A lecture form, organized in introductory, in depth and application lectures, that responds to important factors for stimulating deep processing of knowledge and meaningful learning is discussed. Examples of and practical points about how to renew and restructure lectures in a way that counteracts surface approaches to learning, teacher centering and student passivity are presented. We argue that, with proper awareness of possible drawbacks of the large format, lectures can be used as valuable tools for learning also in a PBL curriculum.

Education, Medical↗
PubMed1987

Reaction of lecturers to analysis results of student ratings of their lecture skills.

Lecturers in a medical biochemistry course were evaluated by medical students with respect to overall impression and seven specific characteristics expected to predict overall impression. Each lecturer's ratings were subjected to stepwise multiple regression analysis to identify the characteristics that best accounted for the students' overall impression. The results were fed back to the lecturers, and each lecturer was subsequently interviewed. The interviews revealed that 60 percent of the lecturers had not correctly interpreted the analysis. Half of the lecturers expressed interest in improving their performance, and 20 percent of the lecturers requested specific, detailed guidance in overcoming problems. The author concludes that multivariate analysis of student ratings can generate feedback specific enough to guide teacher improvement but that it is essential to present the information to the faculty in conjunction with individual discussions.

Biochemistry↗
PubMed1994

Honoring the history of the Edward Jackson Memorial Lecture. The L Edward Jackson Memorial Lecture. Part 1.

The occasion of the 50th Edward Jackson Memorial Lecture provides an opportunity to look back on the history of the lecture that honors the memory of one of the most outstanding ophthalmologists of modern times. A review is provided as to how the lecture was established after Dr. Jackson's death in 1942 and how the memorial lecturers are chosen. There is a brief glimpse into the life, accomplishments, and personality of Dr. Jackson, and past Jackson lectures are highlighted to demonstrate the breadth of topics and their significance to the advancement of medicine and ophthalmology. In particular, two Jackson Memorial Lectures on the subjects of genetics and glaucoma are discussed since they fit well into the 40-year anniversary of the discovery, in 1953, of the DNA double helix.

Awards and Prizes↗
PubMed2005

A comparison of teaching strategies: lecture notes combined with structured group discussion versus lecture only.

In this study, we compared two teaching strategies: lecture notes combined with structured group discussion versus lecture only. We sought to help nurse educators identify the most effective teaching strategies for nursing students. We compared the examination scores of two groups of students who took a 3-credit medical-surgical nursing course. The control group (N = 88) received lecture only as the teaching method, whereas the experimental group (N = 81) received word-processed lecture notes along with structured group discussion. A one-tailed, independent sample t test was used to compare the mean examination scores of the two groups. The chi-square test was used to determine whether a significant difference existed between the course-passing rates of the two groups. The results showed a statistically significant difference between the means of the experimental and control groups. However, no statistically significant difference existed between the course-passing rate of students in the experimental group and that of students in the control group. These results provide strong support for the use of lecture notes in conjunction with structured group discussion as a teaching strategy. We recommend replicating this study using samples from other courses, and conducting further studies that include students' NCLEX-RN results as a third dependent variable.

Attitude of Health Personnel↗
PubMed1976

A lecture on lecturing.

There are major differences between a lecture and a paper for publication. Often the printed word is spoken at meetings, a kind of compulsive public reading which has robbed the lecturer of the chance of oratory and the audience of a little enjoyment. The simple fact is that although doctors read aloud badly (actors do this far better) most can learn to speak spontaneolsly and with animation; but this requires time and effort, both of which are donated in a miserly way. The successful lecturer is generous and considerate of his audience--a rare being at medical meetings.

Audiovisual Aids↗
PubMed2001

The Discovery of Polyacetylene Film: The Dawning of an Era of Conducting Polymers (Nobel Lecture) Copyright((c)) The Nobel Foundation 2001. We thank the Nobel Foundation, Stockholm, for permission to print this lecture.

This lecture is not directly related to our discovery and development of conducting polymers to which the Nobel Prize in Chemistry 2000 was awarded. However, I would like to present my previous work that I had carried out just before we reached the discovery of chemical doping. I hope that this will be of use and deepen your understandings by learning what had happened before and how we reached the idea of chemical doping.

Journal Article↗
PubMed2002

Complexities in ETS-domain transcription factor function and regulation: lessons from the TCF (ternary complex factor) subfamily. The Colworth Medal Lecture.

The ETS-domain transcription factor family can be divided into a series of subfamilies. Elk-1 represents the founding member of the ternary complex factor (TCF) subfamily. By focusing on the TCF subfamily, we can demonstrate the complexities that exist in the function and regulation of ETS-domain transcription factors. This article focuses on Elk-1 in detail and summarizes the functions of other TCFs. The key themes covered include the domain structure of the TCFs, the mechanisms of complex formation with serum response factor, regulation of TCFs by mitogen-activated protein kinase cascades, and transcriptional regulatory properties of the TCFs. Finally, the emerging role of the TCFs in vivo is discussed. A picture is developing indicating that, while these proteins exhibit significant sequence and functional conservation, key differences in their structure and regulation are being identified which may relate to unique functions of these proteins in vivo.

Amino Acid Sequence↗
PubMed2003

Fisher Lecture: the 2002 R. A. Fisher lecture: dedicated to the memory of Shanti S. Gupta. Variances are not always nuisance parameters.

In classical problems, e.g., comparing two populations, fitting a regression surface, etc., variability is a nuisance parameter. The term "nuisance parameter" is meant here in both the technical and the practical sense. However, there are many instances where understanding the structure of variability is just as central as understanding the mean structure. The purpose of this article is to review a few of these problems. I focus in particular on two issues: (a) the determination of the validity of an assay; and (b) the issue of the power for detecting health effects from nutrient intakes when the latter are measured by food frequency questionnaires. I will also briefly mention the problems of variance structure in generalized linear mixed models, robust parameter design in quality technology, and the signal in microarrays. In these and other problems, treating variance structure as a nuisance instead of a central part of the modeling effort not only leads to inefficient estimation of means, but also to misleading conclusions.

Analysis of Variance↗
PubMed2000

Femtochemistry: Atomic-Scale Dynamics of the Chemical Bond Using Ultrafast Lasers (Nobel Lecture) Copyright((c)) The Nobel Foundation 2000. We thank the Nobel Foundation, Stockholm, for permission to print this lecture.

Over many millennia, humankind has thought to explore phenomena on an ever shorter time scale. In this race against time, femtosecond resolution (1 fs=10(-15) s) is the ultimate achievement for studies of the fundamental dynamics of the chemical bond. Observation of the very act that brings about chemistry-the making and breaking of bonds on their actual time and length scales-is the wellspring of the field of femtochemistry, which is the study of molecular motions in the hitherto unobserved ephemeral transition states of physical, chemical, and biological changes. For molecular dynamics, achieving this atomic-scale resolution using ultrafast lasers as strobes is a triumph, just as X-ray and electron diffraction, and, more recently, STM and NMR spectroscopy, provided that resolution for static molecular structures. On the femtosecond time scale, matter wave packets (particle-type) can be created and their coherent evolution as a single-molecule trajectory can be observed. The field began with simple systems of a few atoms and has reached the realm of the very complex in isolated, mesoscopic, and condensed phases, as well as in biological systems such as proteins and DNA structures. It also offers new possibilities for the control of reactivity and for structural femtochemistry and femtobiology. This anthology gives an overview of the development of the field from a personal perspective, encompassing our research at Caltech and focusing on the evolution of techniques, concepts, and new discoveries.

Journal Article↗