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      Experiences of using an interactive audience response system in lectures

      research-article
      1 , , 1 , 2
      BMC Medical Education
      BioMed Central

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          Abstract

          Background

          Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected.

          Methods

          Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course.

          Results

          Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier.

          Conclusions

          The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing.

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          Most cited references10

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          AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers.

          This guide provides an overview of research on lecturing, a model of the processes of lecturing and suggestions for improving lecturing, learning from lectures and ways of evaluating lectures. Whilst primarily directed at teachers in the healthcare professions, it is equally applicable to all teachers in higher education. Lectures are the most ubiquitous method of teaching so they are an important part of a teacher's repertoire. Lectures are at least as effective as other methods of teaching at imparting information and explaining. Intention, transmission and output are the basis of a model of lecturing. The key skills of preparing lectures, explaining and varying student activities may be derived from the model. Preparation is based on purposes, content, various structures of lectures and the preparation of audiovisual aids. The essential ingredients of explaining are clarity, interest and persuasion. By varying activities, one can renew attention and develop student learning. Learning from lectures can be improved by teaching students the structure of lectures and methods of listening and note-taking. Student ratings of lectures are useful but over-used and limited ways of evaluating lectures. Equally important is peer review and more important than either student ratings or peer feedback is reflection on the practice of lecturing by individuals and course teams.
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            A schematic approach to diagnosing and resolving lecturalgia.

            The lecture is a much used and much criticized teaching method. Lecturalgia (painful lecture) is a frequent cause of morbidity for both teachers and learners. The etiology of lecturalgia is multifactorial and multiple lecturing pathologies frequently coexist. The 'Clinical Presentation' curriculum at the University of Calgary encourages the use of 'schemes' that provide a scaffolding for learning and a starting point for approaching (clinical) problems. Thus far this approach has not been used to tackle teaching or learning problems. Our aim in this paper was to devise a schematic approach to diagnosing lecturing problems and to make evidence-based recommendations on how to resolve lecturing problems. We have suggested that causes of lecturalgia can be divided into three categories: poor judgement; poor organization; and poor delivery. Our proposed scheme is based upon these three categories that are then subcategorized. We have reviewed the medical education literature in an attempt to provide evidence-based recommendations for the remediation of lecturing problems within each subcategory. Where trial evidence is lacking we have made recommendations that are consistent with cognitive theory or expert opinion. Finally, where expert opinion does not exist, we have taken the liberty (literary license) of providing nonexpert opinion!
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              Twelve tips for using a computerised interactive audience response system

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                Author and article information

                Journal
                BMC Med Educ
                BMC Medical Education
                BioMed Central (London )
                1472-6920
                2003
                17 December 2003
                : 3
                : 12
                Affiliations
                [1 ]The Department of Paediatrics, University of Oulu, FIN-90014 University of Oulu, Finland
                [2 ]Behavioural Sciences, University of Oulu, FIN-90014 University of Oulu, Finland
                Article
                1472-6920-3-12
                10.1186/1472-6920-3-12
                317338
                14678571
                ec4fe7a0-498f-4366-b3c9-6ee03a041600
                Copyright © 2003 Uhari et al; licensee BioMed Central Ltd. This is an Open Access article: verbatim copying and redistribution of this article are permitted in all media for any purpose, provided this notice is preserved along with the article's original URL.
                History
                : 12 September 2003
                : 17 December 2003
                Categories
                Research Article

                Education
                Education

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