Large Group Lectures Research Articles

EVALUATING LARGE GROUP LECTURES – A SCIENTIFIC APPROACH OUTCOMES

Objective: To evaluate students’ perspectives on large group lectures with a scientific approach of instruction.
 Materials and methodology: A descriptive cross-sectional study was conducted. Data collected over 4 months with single instructor. Total 300 participant’s response considered. Audience assessed the presentation according to given questionnaire, using likert scale and open comments. Data analyzed on SPSS v23. P value calculated using chi square.
 Results: In Cumulative Frequencies, (83%) participants agreed that presentation met expectations. Another (85%) approved that it was presented in a clear and organized manner. From these 240(80%) decided that pre-presentation administration was efficient. Total (47.67%) found scenario discussion most useful. Another (86.7%) decided presentation location appropriate. Total (88.7%) established that session was informative. Another (76.6%) agreed on time allocation. Total (94.67%) wanted similar presentations from other presenters. Another (86%) approved lecture pace. Total (87.7%) agreed to appropriateness of presenter response. Another (12.33%) suggested, to continue similar presentations in future.
 Conclusion: We can apply questionnaire on scientific approach to lectures like Gagne's model to ensure an effectual and organized learning. It gave a comprehensive view to the teaching.

Development and Evaluation of an Epidural Analgesia Workshop for Senior Nursing Students.

Most prelicensure nursing students receive little to no training in providing care for patients who receive epidural analgesia, despite exposure in clinical settings and the potential for devastating adverse effects. To develop and pilot an epidural workshop for senior nursing students using standardized patients (SPs), and to evaluate feasibility and learner outcomes. A 4-hour epidural workshop consisted of a large group lecture and demonstration, small-group practice scenarios, and individual learner evaluation with SPs. Learning outcomes were evaluated using a performance checklist and critical thinking rubric, and pre- and posttests. Participants scored well on the performance-based evaluation (mean score of 86% items performed correctly) and rated the workshop highly. However, learners and instructors made several recommendations for improving the learning module for future sessions. This pilot project demonstrated that an epidural analgesia workshop using SPs is feasible and results in positive learning outcomes and high satisfaction with senior nursing students. [J Nurs Educ. 2018;57(6):359-365.].

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

Background:Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions.Methods:Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction.Results:Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component.Conclusions:The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

Beyond Men, Women, or Both: A Comprehensive, LGBTQ-Inclusive, Implicit-Bias-Aware, Standardized-Patient-Based Sexual History Taking Curriculum.

This standardized-patient-based module prepares medical students to take inclusive, comprehensive sexual histories from patients of all sexual orientations and gender identities. Health disparities faced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) people are at least partially the result of inadequate access to health care and insufficient provider training. This module incorporates implicit bias activities to emphasize the important role providers can play in mitigating these disparities through compassionate, competent care. Furthermore, two of the three included cases highlight the negative impact sexual dysfunction can have on emotional well-being. Over 3 hours, students participate in a 30-minute large-group lecture and three 40-minute small-group standardized patient encounters with debrief. Prework consists of a short video on sexual history taking, assigned readings, and an implicit bias activity. These materials are included in this resource, along with lecture slides, facilitator guide, and standardized patient cases. Though the cases are adaptable to all levels of medical education, this module is designed for second-year and early third-year medical students. Qualitative student evaluations were positive, and postparticipation surveys revealed statistically significant improvement in comfort with their ability to take a sexual history in general, and take one from patients with a differing sexual orientation. Deployed in the second year of our Doctoring curriculum, this module continues to receive positive evaluations. Introducing these skills begins to address the curricular deficiencies seen across medical education and lays the foundation for a more competent health care workforce to address the needs of LGBTQ patients.

Higher education lectures: From passive to active learning via imagery?

An important contemporary challenge to the large-group lecture in higher education is that it encourages passive learning which is claimed to be out of sync with academic rhetoric and social needs. Attempts to change this practice have salvaged some aspects of the higher education experience for students, but they have not transformed the learning environment that is the most usual one, that is, one characterized by lectures, into an arena of active learning. This article tests recent multimedia learning propositions which claim that using certain images dislocates pedagogically harmful excesses of text, reducing cognitive overloading and exploiting underused visual processing capacities. The experiments yielded unpredicted results, which indicates that the use of certain images can also prompt students to become active co-producers of knowledge. This is not about visual aids, where images are a side-bar to a traditional lecture. This is about images as the medium through which active learning is energized. Marshall McLuhan famously remarked that ‘the medium is the message’. But for this article, the message is the medium.

Student's perception about innovative teaching learning practices in Forensic Medicine

BackgroundSince decades, Forensic Medicine is mainly taught by didactic methods but in last couple of years some other teachinglearning and assessment methods are also introduced at some places which also lacks uniformity. Feedback from learners is most fundamental aspect to assess effectiveness of applied methods, but is not implemented in practice at most medical schools in India. Unfortunately, medical students are deprived of this practical empowerment and thus may not be efficient enough to contribute potentially to the justice system during their professional life. In order to improve their efficiency in the field, we introduced few innovative teaching-learning methods and documented their perceptions. Materials and MethodsThis pilot study was carried out with students who had completed their second professional year (5th semester) of medical curriculum. Students were exposed to few innovative teaching-learning and assessment approaches in addition to conventional methods during their Forensic Medicine term. These approaches were interactivity in large group lecturing, small group activities, student led objective tutorial, court visit in real scenario, practical records book, surprise tests, structured theory question papers, model answers, objective structured practical examinations and structured oral viva. Their perceptions were documented later through structured questionnaire. ResultsStudents reported all methods as 'interesting' except 'surprise tests'. Court visits were rated highest for generating interest (98%). Clarity of concept was experienced through all methods (range of 71–95%). Interactive large group lectures reported highest (by 95%students) for clarifying concepts, although this is not a typical characteristic of large group teaching. Enhanced learning experience was reported in 75–92.5% for different methods. Student Led Objective Tutorials seemed to facilitate enhance learning most (92.5%). ConclusionInnovations in teaching-learning are need of hour especially in subject like Forensic Medicine which has direct implications to add into administration of justice in the court of law. This pilot study has given us ideas for making teaching-learning and assessment more student centric considering emerging societal needs.

Evaluation of large-group lectures in medicine \u2013 development of the SETMED-L (Student Evaluation of Teaching in MEDical Lectures) questionnaire

BackgroundThe seven categories of the Stanford Faculty Development Program (SFDP) represent a framework for planning and assessing medical teaching. Nevertheless, so far there is no specific evaluation tool for large-group lectures that is based on these categories. This paper reports the development and psychometric validation of a short German evaluation tool for large-group lectures in medical education (SETMED-L: ‘Student Evaluation of Teaching in MEDical Lectures’) based on the SFDP-categories.MethodsData were collected at two German medical schools. In Study 1, a full information factor analysis of the new 14-item questionnaire was performed. In Study 2, following cognitive debriefings and adjustments, a confirmatory factor analysis was performed. The model was tested for invariance across medical schools and student gender. Convergent validity was assessed by comparison with results of the FEVOR questionnaire.ResultsStudy 1 (n = 922) yielded a three-factor solution with one major (10 items) and two minor factors (2 items each). In Study 2 (n = 2740), this factor structure was confirmed. Scale reliability ranged between α = 0.71 and α = 0.88. Measurement invariance was given across student gender but not across medical schools. Convergent validity in the subsample tested (n = 246) yielded acceptable results.ConclusionThe SETMED-L showed satisfactory to very good psychometric characteristics. The main advantages are its short yet comprehensive form, the integration of SFDP-categories and its focus on medical education.

Getting the point across: how do we know if medical students really understand the main points a lecturer is trying to get across? (and do lecturers respond to feedback?)

Large group lectures remain in widespread use in medical courses, despite the well-recognised shortcomings of this mode of teaching. It is frequently stated that to be effective, a lecturer should ...

Timing is flipping everything: Is student engagement through the flipped classroom dependent on the year of study it is introduced? A case study in Law

The use of the Flipped Classroom (Bergmann & Sams, 2012, Upchurch, 2013, Flipped Learning Network, 2014) in Higher Education is an exciting development for teaching. The opportunity offered by the flipped classroom, to adapt the traditional large group lecture and home study elements of a course, can lead to a more effective interactive learning environment. First -hand personal experience has confirmed the pedagogic theory: students engage in the subject matter through actively applying their understanding of the knowledge they have constructed. In the process they often surprise themselves with how much they actually know. Whilst the benefits and challenges posed by this pedagogic approach have been highlighted previously (Simmons and Swan, 2015, Stripe and Carrier, 2015), there remains an unanswered question, could engagement with the flipped classroom be dependent on the year of study it was introduced? It is possible to suggest that it does.

Near-peers improve patient safety training in the preclinical curriculum

ABSTRACTBackground: Accrediting bodies require medical schools to teach patient safety and residents to develop teaching skills in patient safety. We created a patient safety course in the preclinical curriculum and used continuous quality improvement to make changes over time.Objective: To assess the impact of resident teaching on student perceptions of a Patient Safety course.Design: Using the Institute for Healthcare Improvement patient safety curriculum as a frame, the course included the seven IHI modules, large group lectures and small group facilitated discussions. Applying a social action methodology, we evaluated the course for four years (Y1–Y4).Results: In Y1, Y2, Y3 and Y4, we distributed a course evaluation to each student (n = 184, 189, 191, and 184, respectively) and the response rate was 96, 97, 95 and 100%, respectively. Overall course quality, clarity of course goals and value of small group discussions increased in Y2 after the introduction of residents as small group facilitators. The value of residents and the overall value of the course increased in Y3 after we provided residents with small group facilitation training.Conclusions: Preclinical students value the interaction with residents and may perceive the overall value of a course to be improved based on near-peer involvement. Residents gain valuable experience in small group facilitation and leadership.

Active learning in the lecture theatre using 3D printed objects.

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme's active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.

Active learning in the lecture theatre using 3D printed objects

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.

Pathology in Southwest Uganda

![Graphic][1] Between August 2014 and July 2015, Dr. Meier taught as a visiting professor at Mbarara University of Science and Technology (MUST) in Uganda, where he mentored pathology resident-equivalents and worked on capacity building in the pathology department. ASCP facilitated support for his time there . MUST, which began 26 years ago as the second medical faculty in Uganda, hosts the Massachusetts General Hospital (MGH) Global Health Collaborative, through which Seed Global Health volunteers come to train and work with Ugandan medical and nursing personnel. As a temporary employee of the pathology department of MGH, I came to Mbarara to contribute to Seed's effort for the academic year 2014-2015. Dr. Meier and Professor Damaris Laffita review a case with MUST pathology MMeds, resident equivalents. My colleagues at MUST included teachers and practitioners from Cuba, Great Britain, Germany, Canada, Australia, New Zealand, and organizations such as Seed and the Peace Corps Response, the latter part of the Global Health Service Partnership. Damaris Laffita, professor of pathology at MUST and an excellent, patient, and kind colleague, is the only full-time onsite pathologist at the university. She combines a knowledge base and technical vocabulary familiar to North American pathologists with experience in making defensible diagnoses in resource-constrained settings, an advantage for practice in Africa. Each semester I taught 20 large-group lectures, all with associated practical sessions. Seventy second-year medical students, as well as another 40 nursing and allied health students, attended lectures on general pathology, and similar numbers of third-year students attended lectures on systemic pathology topics. During the spring 2015 semester, Professor Damaris and I also conducted daylong seminars and tutorials on pathologic topics relevant to residents in surgical specialties (general surgery, obstetrics/gynecology, and ophthalmology) as well as for master's-degree candidates in medical technology. While teaching pathology to medical and other allied health … [1]: /embed/inline-graphic-1.gif

Bringing experiential learning into the lecture theatre using 3D printed objects

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Conceptual teaching usually involves vocal explanations or using two dimensional slides or video presentations. A deeper understanding may be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didatic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation of an enzyme’s active site or the structure of DNA for example. Models and other artefacts are handled in small groups and act as a focus for talking points to generate conversation. Through this approach core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery is adjusted based around experiential learning activities by moving the object from mental cognition and into a physical environment leading to student engagement in the lecture theatre and a dialog with the lecturer. The use of artefacts in teaching allows the lecturer to create interactive sessions that challenge and enable the student. This approach can be applied at all levels and across many disciplines.

Teaching referral skills to medical students.

BackgroundReferrals are an important and frequent part of a junior doctor’s work. Difficulty with making successful referrals is also very common. Despite this, training in referral skills is not routinely carried out in medical schools.ResultsWe designed and delivered a 1-h interactive lecture to final year medical students to teach referral skills. The lecture was delivered on six occasions to up to 70 students at each session. 191 students attended and provided evaluation. 68 % of students had no previous training in referral skills and 99 % felt that referral skills should be included in the undergraduate curriculum. 90 % reported that the lecture had improved their understanding of referral techniques and 83 and 80 % felt that the lecture had improved their ability and confidence, respectively.ConclusionsReferral skills can be successfully taught in a large group lecture setting. We recommend that the teaching of referral skills is incorporated into all medical schools’ curricula.

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

BackgroundHigher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum.MethodsA 32-item questionnaire was used to measure students’ perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding.ResultsNinety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture.ConclusionsStudents clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0373-7) contains supplementary material, which is available to authorized users.

Biosciences in nurse education: is the curriculum fit for practice? Lecturers' views and recommendations from across the UK.

This study aims to review the biosciences component of preregistration nursing programmes in higher education institutions across the UK through the experiences and perceptions of lecturers involved in nursing education. Studies suggest that some qualified nurses lack confidence in explaining the bio-scientific rationale for their clinical practice. Biosciences can be difficult to understand and integrate into clinical decision-making and require protected time within preregistration nurse education. In the absence of explicit national guidelines, it is unclear as to the depth and extent biosciences are taught across different institutions and the level achieved at the point of registration. A survey approach was adopted to generate quantitative and qualitative feedback. Data were collected using a semi-structured questionnaire seeking the experiences and views of lecturers involved in teaching biosciences to nursing students across the UK. Data received from 10 institutions were analysed using descriptive statistics and thematic analysis. Lecturers reported that the hours of taught biosciences ranged from 20-113hours, principally within the first year. This represents between 0·4-2·4% of time within a preregistration nursing programme (4600hours). Large group lectures predominate, supplemented by smaller group or practical work, and online materials. The biosciences are assessed specifically in half the institutions surveyed and as part of integrated assessments in the rest. In relation to student feedback, all respondents stated that students consistently requested more time and greater priority for biosciences in their programme. This survey suggests that the number of hours spent teaching biosciences is minimal and varies widely between higher education institutions. All respondents expressed concern about the challenges of teaching difficult bio-scientific concepts to large groups in such a limited time and called for greater clarity in national guidelines to ensure that all nurses are adequately educated and assessed in bioscience subjects. Failure to understand the biosciences underpinning care has implications for safe and competent nursing.

Psy-feld: An Innovative Didactic Using the TV Show Seinfeld to Teach Delusional Disorder Subtypes.

The primary purpose of this article is to introduce Psy-feld, an innovative didactic used to review mental disorders through discussion of the interpersonal relationships of the fictional characters created in Larry David's situational comedy, Seinfeld. To introduce this novel didactic, several peripheral Seinfeld characters were selected, who while not afflicted with a psychotic disorder, demonstrate traits that serve to facilitate discussion to review the different subtypes of Delusional Disorder. Psy-feld is a 30-min faculty-facilitated didactic where a selected episode of the sitcom allows for review of multidisciplinary content areas considered germane to the practice of psychiatry. At Rutgers-Robert Wood Johnson Medical School, 104 third-year medical students rotated on the Consultation-Liaison Service from July 2011-March 2014 and participated in Psy-feld. Of the 104 students who participated in Psy-feld, 99 completed surveys on the didactic. Students found the didactic to be of high quality, believed it enhanced their learning, and thought that it prepared them for their final SHELF exam. Students also found it enjoyable and preferred the didactic to more traditional forms of teaching such as large group lectures. Psy-feld is an example of an innovative teaching method that medical students found informative in reviewing teaching points of Delusional Disorder.

Surgical teaching program for our senior medical students: room for improvement.

BackgroundTo ensure the quality of surgical teaching within our graduate entry medical program, a distinctive surgical teaching program has been developed at Sydney Medical School-Central. Spanning 2 years, the program includes lectures, small group surgical clinical tutorials, and formal student surgical grand rounds presentations, plus clinical placements and attendance in operating theaters. We sought to evaluate the effectiveness of the program.MethodsIn 2013, at the completion of year 4, all graduating students (n=54) were asked to complete an open and closed-ended questionnaire regarding their experience of the surgical program.ResultsA total of 44/54 (81%) students completed the questionnaire. Students reported a high level of engagement with their experience in clinical tutorials, and a moderate level of engagement in surgical lectures. Students found the clinical attachment to be the least useful method of teaching, with the surgical grand rounds presentation also eliciting a poor response from students.ConclusionWhile both large group lectures and small group learner-centered teaching methods were highly valued by students, changes are needed to enhance clinical attachments for students in surgical wards. The benefits of students being made to feel part of a team during their surgical clinical attachments, along with adequate inpatient contact and formative feedback, should not be underestimated.

Teaching through lectures and achieve active learning in higher education

Effective teaching is vital for student learning in higher education. The purposes of this study were to explore what makes a lecture to be able to promote active learning of students, and to measure by means of questionnaires (Course Questionnaire based on the principles of good teaching; Survey of classroom teaching methods) the teaching effectiveness through large group lecture in terms of using active learning strategies. Apropos, it was asked 300 students and 8 lecturers from varied disciplines of Elbasan University, in Albania, that to complete individually a questionnaire. The questionnaire considered key aspects of an effective lecture prescribed by current research, such as generating and maintaining interest, student engagement, organization and structure. The results of study showed that a considerable part of lectures, in particularly new lectures, were using Power Point presentations frequently and with long sequences of slides which contained a lot of listed information. Also, the students reported difficult for the new lectures to manage disruptive behavior in the auditorium. The study concluded that teaching through lectures and achieve active learning in higher education is a challenging experience for the new lecturers. The study remarked that academics are prepared for their role as research, but not their teaching duties. But, teaching in university is not an activity that anyone can do. Getting the lecture right is a skill and can take time. Furthermore, findings recommended that it is very important providing for a substantial investment into enhancing the teaching abilities of in-service academic staff and starting for preparation of university teachers. DOI: 10.5901/mjss.2014.v5n19p456