Group items tagged

Packer et al., published in the European Journal of Dental Education, evaluated the confidence level of 45 undergraduate dental students treating their first patient requiring removable partial dentures. 23 students were given demonstration prior to carrying out the treatment and the rest didn't see a demonstration. The demonstration group indicated via survey that the demonstration facilitated confident, communication skills, understanding and recall in the clinical situation. Furthermore, 67% of the group without demonstrations believe they would have benefited from the demonstrations. This study shows that demonstrations right before completing a task is effective in increasing confidence and possibly communication, understanding and recall.

Crouch et al., published in the American Journal of Physics, evaluated students understanding of concepts with different modes of demonstrations (passive, active, or no demonstrations). Traditional (passive) demonstration was no more effective in enabling student learning then students that didn't see the demonstration. The study further found that students that were active or engaged in the demonstration had significantly greater understanding. Thus this study showed that it is more effective to have active demonstrations rather then passive (traditional) observations.

Venneman et al., published in the Eurpean Journal of Social Sciences, evaluated the effect of demonstrations on students with different learning preferences (visual, auditory, read/write and kinesthetic). After evaluating pre-post demonstration examinations, all groups except auditory learners significantly improved after watching the demonstrations. This study showed that demonstrations does not work on everyone, especially auditory learners.

Kraus, for his Ph.D. thesis at the University of Washington, studied if the incorporation of demonstrations in lecture would improve student learning in introductory physics course. He found early on in the study that lecture demonstrations did not assist students in the development of a functional understanding of the concepts that the demonstrations are intended to elucidate. The study changed course and focused on student learning in a lecture-based course due to the ineffective findings with demonstrations. This study did not evaluate effect on students interest level or enjoyment in the course.

This article review by Adam Wisman reviews essential components of preparing and conducting a successful demonstration.

A website from the University of Delaware which guides an educator on some key planning points for a demonstration. It was very clear and easy to understand. This website also provides a checklist to help instructors design their demonstrations.

A study evaluating the efficacy of a package insert compared to a video demonstration or an in person demonstration as a mode of teaching a patient how to use a metered dose inhaler. A great article to support the need for pharmacists providing counseling to patients, and shows an example of how demonstrations can be helpful even outside the classroom.

Informative study looking at how what students get out of a demonstration can vary widely depending on how it is approached. I think this shows very effectively that demonstrations given without background instruction, context, or guidance can fail to show the intended concept. Observers need to know what to look for.

The study shows that the level of interaction of a demonstration can range from passive (more entertainment purposes) to engaged understanding. The greater the engagement, the better the learning. Predicting and discussing a demonstration resulted in better retention (correct prediction and explanation of the same demo on a test) than simply observing it.

A study involving an introductory to physics class evaluating the efficacy of three modes of presenting a demonstration. A great article describing the efficacy of the different modes of presenting a demonstration.

Not primary literature, but a collection of other presentations given for another course, Education Technologies. They discuss how to give presentations in teaching. Many of them follow Edgar Dale's approach.

An article from The Atlantic featuring the incorporation of the "flipped classroom" concept at the University of North Carolina Eshelman School of Pharmacy. A study of the model's incorporation into the Pharmaceutics course demonstrated improvements in academic performance and engagement compared to traditional didactic lectures.

Great website focused on the basics of team based learning (TBL). Several videos demonstrating TBL in action.

This website is very useful for those who are wanting instruction on how to integrate PBL into the classroom. It contains many resources including sample lesson plans, demonstrations, and sample problems.