Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-pftt2 Total loading time: 0 Render date: 2024-05-23T18:53:49.227Z Has data issue: false hasContentIssue false

Chapter 11 - Delivering a Good Lecture

from Section 2 - Teaching Methods

Published online by Cambridge University Press:  24 November 2022

By
Brendan D. Kelly
Edited by
Sarah Huline-Dickens  and
Patricia Casey
Sarah Huline-Dickens
Affiliation:
Mount Gould Hospital, Plymouth
Patricia Casey
Affiliation:
Hermitage Medical Clinic, Dublin
Get access

Summary

The traditional lecture has proven to be a remarkable survivor in the fickle world of medical teaching and learning. The traditional, 50-minute, didactic lecture is continually under attack, with critics arguing that its format is inflexible, audiences lose interest and there is insufficient interaction, if any, in most lectures. But while the lecture certainly violates many of the sacred tenets of contemporary education, it has nonetheless survived and even thrived in a world of incessant educational innovation and countless online teaching initiatives. Why?

Why is the traditional lecture still so popular? How has it survived? And how can we use the enduring appeal of the lecture format to best advantage in modern medical education and postgraduate training?

Type
Chapter
Information
Clinical Topics in Teaching Psychiatry
A Guide for Clinicians
 , pp. 126 - 134
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Butler, JA (1992) Use of teaching methods within the lecture format. Medical Teacher, 14: 11–25.Google Scholar
Chapman, T (2018) Waking up your lecture. Pediatric Radiology, 48: 1388–92.Google Scholar
Duffy, RM, Guerandel, A, Casey, P, Malone, K, Kelly, BD (2015) Experiences of using Prezi in psychiatry teaching. Academic Psychiatry, 39: 615–19.CrossRefGoogle ScholarPubMed
Duggan, PM, Palmer, E, Devitt, P (2007) Electronic voting to encourage interactive lectures: a randomised trial. BMC Medical Education, 7: 25.Google Scholar
Easton, G (2016) How medical teachers use narratives in lectures: a qualitative study. BMC Medical Education, 16: 3.Google Scholar
Harden, RM (2008) Death by PowerPoint: the need for a ‘fidget index’. Medical Teacher, 30: 833–5.Google Scholar
Lautrette, A, Boyer, A, Gruson, D, et al. (2020) Impact of take-home messages written into slide presentations delivered during lectures on the retention of messages and the residents’ knowledge: a randomized controlled study. BMC Medical Education, 20: 180.Google Scholar
Monks, A, Geher, G, Johnson, J, et al. (2018) Top tips on how to make your lectures interesting. Times Higher Education, 18 October. Available at: www.timeshighereducation.com/features/top-tips-how-make-your-lectures-interesting.Google Scholar
Sarıhan, A, Oray, NC, Güllüpınar, B, et al. (2016) The comparison of the efficiency of traditional lectures to video-supported lectures within the training of the emergency medicine residents. Turkish Journal of Emergency Medicine, 16: 107–11.Google Scholar
Smits, PB, de Buisonjé, CD, Verbeek, JH, et al. (2003) Problem-based learning versus lecture-based learning in postgraduate medical education. Scandinavian Journal of Work, Environment and Health, 29: 280–7.Google Scholar
Zeng, HL, Chen, DX, Li, Q, Wang, XY (2020) Effects of seminar teaching method versus lecture-based learning in medical education: a meta-analysis of randomized controlled trials. Medical Teacher, 42: 1343–9.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×