lecturing well
DESCRIPTION
Lecturing Well. Workshop presented at AMEE 2012 in Lyon, France. Aug 18, 2012. Shared under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.TRANSCRIPT
Lecturing well:an evidence-based approach
Tim Dornan, Maastricht University
Rachel Ellaway, Northern Ontario School of Medicine
Janet Tworek, University of Calgary
Overview
• Introduction• Group Work Session 1• Plenary feedback (mind map)• Summary of OTME chapter• Group Work Session 2• Report: Personal change to practice
Lecturing is one of the most widely criticized educational methods
… and still one of the most widely used
…. and still one of the less well-understood
Thematic Review
• Oxford Textbook of Medical Education
• Chapter on ‘Large Group Teaching’
• Thematic review: realist principles
• Program theory from key texts:– McLeish, J. (1968). The Lecture Method.
– Bligh, D.A. (1971). What's the Use of Lectures?
Program theory
• Large group teaching :
– involves interacting with learners’ cognitive states
– involves a sequence of distinct activities
– involves participating in the discourse of a particular
domain
– is both an educational method and a systematic approach
to program delivery
– is constructed by the affordances of available technologies
– is constructed by the affordances of the educational
ecologies in which it takes place
– involves a broad range of activities
Methods
• Search ERIC, EMBASE, EBSCOHost, and PsychInfo
databases for “large group teaching”, “lecture”, and “large
group learning” - 1193 papers published between 2002
and 2011
• included in the evidence synthesis if:
– 15+ participants with faculty member leading session
– empirical research in health professions education
– context and intervention were sufficiently well described
– findings judged 3 or higher on the BEME 1-5 scale for
“strength”
Synthesis
• evidence synthesis followed realist principles
• seven themes used as a program theory of how large
group teaching works, for whom, and under what
conditions.
• coding these papers expanded program theory into 17
free-text coding fields
• coders identified trustworthy (using the BEME strength
scale) causal links between one or more conditions or
processes, and outcomes
• Minor changes to program theory
Seven Themes
Large Group Teaching:
• involves a sequence of distinct activities
• involves interacting with learners’ cognitive states
• involves participating in the discourse of a particular domain
• is both an educational method and a systematic approach to
program delivery
• is constructed by the affordances of available technologies
• is constructed by the affordances of the educational ecologies
in which it takes place
• can take many more forms than traditional and didactic lectures
Large Group Teaching involves a sequence of distinct activities. 1
1Teacher builds presentation
Teacher gives presentation
Learner attends presentation
Learner applies in practice
1Preparation
Design skills
(For lecturers): mastering the subject matter; defining clear objectives and scope; using novel elements and case-based examples; rehearsing
(Kessler et al, 2011)
1Presentation
Performance skills
Attention spans typically 8-15 minutes– Break presentation into sections– Provide activities, stories, changes in pace– Asking learners to answer questions, find
information, or read material before the event
(Cain et al 2009; Canfield 2002; Gulpinar & Yegen 2005; Johnson 2005; Van Dijken et al. 2008)
1Follow up
Evaluate and improve
Lecturers: Review evaluations & iterate (Bligh, 1971)
Students: consolidate notes, complete assessment, participate in post-lecture synthesis activities (Rong et al, 2011)
2Large group teaching involves interacting with learners’ cognitive states
2Ellaway, R, Tworek, J and Dornan, T (2013). Large Group Teaching. In The Oxford Textbook of Medical Education, Walsh, K (Ed). Oxford University Press: in press.
Knowledge Transmission (Powell, 1970)
(Kessler, Dharmapuri and Marcolini, 2011; Copeland, Longworth, Hewson and Stoller, 2010)
Be Engaging
Visual Imagery; Concept Maps
(Cosgrove et al, 2006; MacNeil, 2007)
Cognitive principles
(Brown and Manogue, 2001; Canfield, 2002; Gülpinar and Yegen, 2005; Hartley and Cameron, 1967; Johnson and Mighten, 2005; ; Melamed et al. 2006; McKeachie, 2006; Richardson, 2011; van Dijk et al, 2001)
Lecturing allows learners to participate in disciplinary discourses 3
What is said may be less important than
how it is saidor
who says it 3
Large group teaching is both an educational method and a systematic approach to program delivery 4
4Lecturer
Students
1 event : many studentsLimited points of preparationMinimal evaluations
1 event : much infoLimited preparationMinimal evaluations
Large group teaching is constructed by the affordances of available technologies 5
5(Tulsky et al, 2011; Ventura and Onsman, 2009; Williams et al, 2011)
6Large group teaching is constructed by the affordances of the educational ecologies in which it takes place
6Ecology
(Kao, 1976)
learning ergonomics
instructional ergonomics
educational efficiency
ergonomics of
educational facilities
ergonomics of
educational environment
ergonomics of
educational equipment
7Large Group Teaching can take many more forms than traditional and didactic lectures
MOOCsAnalytics?
(de Waard et al. 2011; Kop, Fournier, & Mak 2011)