Interactive large-group teaching in a dermatology course

Ochsendorf, Falk; Boehncke, Wolf‐Henning; Sommerlad, Mary; Kaufmann, Roland

doi:10.1080/01421590601034241

Cited by 19 publications

(19 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In previous work (20), our group has shown the feasibility of incorporating engaging lectures into classes with 120 students. This has been supported by other research studies (13,14,23,32) that demonstrated that large groups can benefit from an interactive lecture style. Additional observations, training, and practice may be necessary to alleviate faculty concerns over the use of active learning in large, professionallevel classrooms.…”

Section: Discussionmentioning

confidence: 69%

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

Miller

Metz

2014

Advances in Physiology Education

147

121

View full text Add to dashboard Cite

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time.

show abstract

Section: Discussionmentioning

confidence: 69%

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

Miller

Metz

2014

Advances in Physiology Education

147

121

View full text Add to dashboard Cite

show abstract

“…Several authors support the view that active, experiential learning contribute to perceived student satisfaction with teaching [16,17]. These methods engender greater cognitive engagement, more student-student and student-instructor interaction.…”

Section: Discussionmentioning

confidence: 95%

An interactive problem-solving approach to teach traumatology for medical students

Abu‐Zidan

Elzubeir

2010

World J Emerg Surg

View full text Add to dashboard Cite

AimWe aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development.MethodsA two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments.ResultsThe tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology.ConclusionsThe interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.

show abstract

“…Ochsendorf et al . reported that small‐group case studies implemented with weekly large class lectures generated greater student satisfaction than a lecture driven class. Their model used two tutors that interacted with students at the large class level.…”

Section: How To Develop a Case Studymentioning

confidence: 99%

A guide to using case‐based learning in biochemistry education

Kulak

Newton

2014

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The use of case-based learning (CBL) into biochemistry teaching may facilitate deep learning by increasing student engagement and interest. Abundant literature on CBL exists but clear guidance on how to design and implement case studies is not readily available. This guide provides a representative review of CBL uses in science and describes the process of developing CBL modules to be used in biochemistry. Included is a framework to implement a directed CBL assisted with lectures in a contentdriven biochemistry course regardless of class size. Moreover, this guide can facilitate adopting CBL to other courses. Consequently, the information presented herein will be of value to undergraduate science educators with an interest in active learning pedagogies. V C 2014 by The International Union of Biochemistry and Molecular Biology, 42(6): 457-473, 2014.

show abstract

Interactive large-group teaching in a dermatology course

Cited by 19 publications

References 21 publications

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

An interactive problem-solving approach to teach traumatology for medical students

A guide to using case‐based learning in biochemistry education

Contact Info

Product

Resources

About