By Peter Cantillon, Diana Wood
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Additional info for ABC of Learning and Teaching in Medicine (ABC Series) - 2nd edition
12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 ABC of Learning and Teaching in Medicine Further reading Day K, Grant R, Hounsell D. Reviewing Your Teaching. TLA Centre University of Edinburgh, 1998. Exley K, Dennick R. Small Group Teaching – Tutorials, Seminars and Beyond. Abingdon: Routledge, 2004. Habeshaw S & T, Gibbs G. 53 Interesting Ways to Run Seminars and Tutorials 1996; TES, 2000.
They were thought to be effective based on an assumption that attendance at lectures guaranteed learning. However, traditional lectures encourage learner passivity and there is good evidence to show that learners retain very little (5∼10%) of what they hear in lectures. The place of lectures in a modern medical curriculum Large-group teaching (or lecturing) is about an approach to teaching rather than the actual numbers of students in an audience. It is quite possible to ‘lecture’ 10 students in a tutorial group.
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.
ABC of Learning and Teaching in Medicine (ABC Series) - 2nd edition by Peter Cantillon, Diana Wood