Lectureplus: A Learner-Centered Teaching Method to Promote Deep Learning

Autor/inn/en	Hashim, Muhammad Jawad; Govender, Romona; Ghenimi, Nadirah; Kieu, Alexander; Khan, Moien A. B.
Titel	Lectureplus: A Learner-Centered Teaching Method to Promote Deep Learning
Quelle	In: Advances in Physiology Education, 47 (2023) 2, S.175-180 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hashim, Muhammad Jawad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Student Centered Learning; Comparative Analysis; Problem Solving; Physiology; Teaching Methods; Medical Students; Intervention; Learning Processes; Multiple Choice Tests; Small Group Instruction; Lecture Method; Case Method (Teaching Technique); Group Discussion; Flipped Classroom; Patients; Medical School Faculty + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problemlösen; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Case method; Fallmethode; Gruppendiskussion; Flipped classrooms; Flip teaching; Inverted teaching; Patient
Abstract	A new teaching format, the LecturePlus, was formulated as a lecture followed by small-group learning activities. This study assessed the effectiveness of LecturePlus in medical education. An interventional study was conducted among final-year medical students, with 74 students in the experimental group and 96 students in the control group. Each LecturePlus lasted [tilde]1 h and was conducted with 12-18 students. A LecturePlus session comprised of a lecture followed by small-group problem-solving exercises. The exercises were clinical cases with open-ended short-answer questions. Students were divided into groups of three (triads) for these exercises. A faculty tutor assisted the small groups as needed. Closure was achieved through a discussion moderated by the tutor. Learning outcomes were assessed via the National Board of Medical Examiners (NBME) subject scores and compared with those of the preceding academic year. An additional multiple-choice question (MCQ) test was administered before and after the clerkship. The MCQ test showed improvement in knowledge application (P < 0.001, partial eta squared = 0.42). There was a statistically significant improvement in adjusted NBME scores among female students (74.8 vs. 71.8; P = 0.017) but not among male students. An anonymous written questionnaire survey showed high ratings for LecturePlus (95% selecting yes or partly yes to overall satisfaction). LecturePlus is an instructional strategy that integrates a lecture with learning activities. It can be scaled to large class sizes facilitated by one teacher. By combining didactic teaching with problem-solving, this new instructional strategy may foster application of knowledge. (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: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01