By Peter Cantillon, Diana Wood
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Additional resources for ABC of Learning and Teaching in Medicine (ABC Series) - 2nd edition
Evaluating educational interventions. BMJ 1999;318: 1269–1272. Reference Barr H, Freeth D, Hammick M, Koppel I, Reeves S. Evaluations of Interprofessional Education: A United Kingdom Review of Health and Social Care. London: CAIPE/BERA, 2000. CHAPTER 5 Teaching Large Groups Peter Cantillon National University of Ireland, Galway, Ireland ‘College is a place where a professor’s lecture notes go straight to the students’ lecture notes, without passing through the brains of either’ – Mark Twain OVERVIEW • Lecturing represents a teaching approach in which the teacher does most, if not all, of the talking irrespective of the group size • Lectures are often regarded as being an efﬁcient teaching method, yet students retain only 5–10% of what they hear in a traditional lecture • Lectures are best used for stimulating interest in a subject, providing a framework to support students’ understanding and directing further learning • An effective lecturer is one who aims to stimulate thinking and facilitate learning rather than ‘transmit’ knowledge • Teachers need to learn how to use active learning techniques in the design and delivery of their lectures so that they may promote more effective learning Bad press Lectures have had a bad press.
Difﬁcult concepts require special attention in lectures with the incorporation of powerful analogies, examples and the provision of opportunities for students to demonstrate their understanding. Once a lecture has been written, it is important to review its content and to make a conscious effort to reduce it to an essential core. ‘Less is more’ is a good axiom when planning lectures. Students are frequently overwhelmed by content in lectures. There is little time to process new information before the next slide is shown and much content is missed because students cannot listen and Active learning in lectures Without attention, there is no learning.
Without informed external feedback, our self-assessments can be unrealistic and even downright inaccurate. • • Provide speciﬁc information, not generalisations; for example, ‘When you were describing the procedure to Mr Brown you used simple, non-medical language. He appeared to understand. ’ Feedback should be a comparison between a trainee’s observed performance and a standard. Take time to observe your learner’s performance. ’ Feedback is ‘given with the intent to improve trainees’ performance’, rather than to criticise or judge.