Copeland, et al. in 2000 illustrates the effective points of a successful lecture in his article Successful Lecturing. According to Copeland, The three main features of an effective lecture include Interaction by the lecturer, the lecture must include clarity and be clear and organized as well as ID important points and relevant material, and last but not least the lecture should include a case based format. The lecturer must be engaging. He must identify key points. He must be relevant to the audience and he must be clear. The lecturer should be humorous and to improve clarity he must use understandable slides. The lecture format must include a case based approach including Board simulation. To further use the case based format the lecturer should use ARS before the test, during the test and after the test (Copeland, Longworth, Hewson & Stoller, 2000). The main idea of his paper is basically that the effective points of a lecture include an engaging and interactive lecturer, clarity to the lecture and finally that the lecture must include or be formatted around a case based model. Medical lectures that include these aspects have been seen by the learner to be the easiest to follow and the easiest to learn from. Medicine requires background knowledge which when applied to a new topic allows the thinker to make a good medical decision with a favorable outcome for the patient. The lecture should emulate this thought process.
4 design elements for formatting a lecture include first a Learning Goal with Objectives to serve a model for the learning of the students. Next the lecture should begin with an Introduction which includes a Case scenario to capture learner attention. Activate prior knowledge of the case so the learner may bet...
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...-evaluation via Simulations and Brainstorming sessions should be employed at the end of the lecture to hammer home the point of the lecture. (Graffam 2007)
Works Cited
Copeland, H., Longworth, D., Hewson, M., & Stoller, J. (2000). Successful lecturing: A prospective study to validate attributes of the effective medical lecture. .Journal of General Internal Medicine, 15, 366-371.
Graffam, B. (2007). Active learning in medical education: Strategies for beginning implementation. Medical Teacher, 29,
38-42. doi: 10.1080/01421590601176398
Revell, A., & Wainwright, E. (2009): What makes lectures ‘Unmissable’? Insights into teaching excellence and active learning, Journal of Geography in Higher Education, 33:2, 209-223
Terrell, M. (2014). Effective lecturing. Unpublished manuscript, Medical Education, Lake Erie College of Osteopathic
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...006). Effect of practice on standardised learning outcomes. Medical Education, 40(8), Retrieved from http://0-web.ebscohost.com.lib.utep.edu/ehost/pdfviewer/pdfviewer?vid=12&hid=106&sid=265b8200-d816-4fa5-aa4f-f99400f42b76%40sessionmgr104 doi: 10.1111/j.1365- 2929.2006.02528.x
This experience will definitely influence my future practice; my action plan would be using those teaching strategies in preparing students to face the clinical environment, to ensure optimal patients’ health outcomes and it helps to build a competent and independent clinician.
It is up to the healthcare professionals to assess and evaluate the patient's learning needs and readiness to learn because everyone learns differently. Healthcare is very sensitive industry because human life is attached to it. Barriers during teaching patients or learning for patients might cost life and law suite. For example, if the patient is sick, the probability for the client to have the interest to learn is unlikely. Therefore, I have to ask the patient what he needs and what interest him from other healthcare professional around. By doing so, I can increase the interest of the client/patient to learn the information I am looking to provide him/her/them. Therefore, by gathering important information from the patients how best they prefer to receive the information and involving other health care team on finding out the effective way of the information can be productive are the best way to overcome the barriers of learning in healthcare
In her article, “Lecture Me. Really”, Molly Worthen addresses the issue college students know all too well: how to lecture properly. Published in the New York Times, Worthen writes a passionate article about lecturing but from the perspective of a professor. Worthen presents the idea that lecturing, although some may think ineffective in the classroom, is a way to truly challenge and engage students into critically thinking. Worth dictates this idea with an excellent build up logical argument but lacks the proper evidence to support her claims creating a faulty argument.
According to Worthen, "these newer and innovative teaching methods are moving out the traditional lecturing method " while on the other hand according to Annie Murphy Paul, the active learning helps students to openly interact with one another and participate in lecture. Annie Murphy Paul says, "The act of putting one's own thoughts into words and communicating them to others, is a powerful contributor to learning. Active-learning courses regularly provide opportunities for students to talk and debate with one another in a collaborative, low-pressure environment". Whereas as per Worthen, "Absorbing a long, complex argument is hard work, requiring students to synthesize, organize and react as they listen". I do agree with her that it is a hard work but at the same time I also feel there is no scope of interaction for students during traditional lecture teaching. I would say the key to lecturing method is to keep them short as well as one needs to in cooperate other innovative teaching approaches like active learning. This helps students to interact with the given piece of information which promotes active thought, with the help of activities like discussions, debates , seminars, showing educational videos, application of principles etc. Students are doing more than simply listening which helps in skills development rather than just note-
I have discovered that my aptitude as a learner really shines when I am allowed to interact with the subject matter in an active and engaging manner. The concept of lecture as such that it involves only the participation of the teacher feels alien to me. I also feel that my memory requires constant and consistent repetition to remember the necessary factual information so that I can aptly implement it. I find my learning style to be a combination of kinaesthetic and visual styles of learning. The health care profession has certain complexities
The majority of the students emerge confused and frustrated. Some succumb to the academic pressure and exhibit sex and behavioral reversal. Some start regretting of opting to be doctors and considers changing the course. The tutors play a great deal at this stage. The students are given quality tips of living being a doctor. The students have to learn safety measures while at the hospital for self and the patient. In addition, the have to learn to outdo any existing phobia regarding patient and build up the courage. Moreover, the students are introduced to the legal aspects of
In this module I would briefly discuss the challenges associated with teaching in Emergency Medicine (EM), how these challenges influences my approach to teaching in EM. I would describe what teaching and learning methods I adapted to in EM to address the learning outcomes of the trainee doctors. Finally I would aim to reflect on the approach and methods used and my role in the process.
In this reflective account I am going to analyse how learning processes take place in healthcare settings. There are some theories that explain how learning occurs that can be related to to the acquisition of new knowledge in healthcare. There are also some factors that influence learning. Motivation, teachers behaviours and anxiety are the ones that will be analysis below. In addition, individual 's learning style impacts in the way they learn. This is going to be used to reflect about my learning style and the factors that influence my learning.
The last semester of our high school careers Rising Sun High School allowed some of the seniors to attend dual enrollment classes at Ivy Tech Community College. This allowed me to take this Fundamentals to Public Speaking course. This class taught me the basics of speaking in a public situation. Through this class I gained confidence in my ability to speak in front of others, and therefore confidence for job interviews and other scenarios in which confident speaking will be necessary. This class reminded me that classes can be fun, because with all of the stress that happens between school and work, this class as often a nice refresher.
In my teaching, I use the principles of active and cooperative learning. As a teacher I encourage students to understand concepts and apply them to problems, rather than simply memorize information. I have observed that the students’ motivation is the highest when I incorporate real-world examples in lectures and laboratory instructions. Most impor...
Knowledge is continuously derived and analyzed from the experience of learners validating the truism that experience is the best teacher (Kolb, 1984). The aim of this module was to assist international students improve their communication skills which is key to a successful medical practice. This essay examines my journey through the module, sums up my experience and highlights its relevance to my career.
Making a successful public presentation or speech to an audience was a very big task for me before I joined the public speaking class. I was always frightened and very nervous. Since then I now understand the process of making a speech or a presentation including coming up with a topic and from this topic develop the main points of the speech, research, organize my points, revise them, edit and make a magnificent presentation to any audience. People in the audience might sometimes agree or disagree with my opinion or points, it was therefore necessary to communicate my information clearly to the audience without making any judgments since every person was entitled to a different opinion and views about things.
Reece, I and Walker, S (2005) Teaching, Training and Learning (5thed.) Sunderland: Business Education Publishers Limited.
McCurry, Michael. "Lecture-Based VS. Interactive Learning: Which Is Future of Education?" McCurry's Corner — Inspired Words in the Service of Fellow Human Beings. 20 Oct. 2010. Web. 19 Oct. 2011.