A Comparison of Traditional and Engaging Lecture Methods in a Large, Professional-Level Course

Autor/inn/en	Miller, Cynthia J.; McNear, Jacquee; Metz, Michael J.
Titel	A Comparison of Traditional and Engaging Lecture Methods in a Large, Professional-Level Course
Quelle	In: Advances in Physiology Education, 37 (2013) 4, S.347-355 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00050.2013
Schlagwörter	Instructional Materials; Student Evaluation; Student Surveys; Audience Response Systems; Instructional Effectiveness; Teacher Attitudes; Statistical Significance; Learner Engagement; Student Motivation; Active Learning; Large Group Instruction; Class Size; Retention (Psychology); Dental Schools; Graduate Students; Dentistry; Physiology; Science Instruction; Teaching Styles; Lecture Method; Kentucky + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulnote; Studentische Bewertung; Schülerbefragung; Unterrichtserfolg; Lehrerverhalten; Schulische Motivation; Aktives Lernen; Klassengröße; Merkfähigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zahnmedizin; Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrstil; Unterrichtsstil
Abstract	In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, "P" less than 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, "P" less than 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10