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"Now it seems that there are at least three ways in which a member of an audience can participate in a medical lecture while not closely listening to to it. They are the following: (1) browsing and digesting the lecture PowerPoint file that I will assume has been made available on-line prior to the lecture; (2) submitting tweet comments or questions about the lecture that could be collected by a lecture monitor, as suggested above by Mike, and presented to the lecturer during discussion periods; and (3) browsing the web"

"A number of reasons commonly given for lecturing and claims commonly made for the efficiency of lecturers are examined for their basis in empirical evidence and common sense. Most of these claims are found to be somewhat weak. It appears that lecturing takes place rather more often than can be reasonably justified. The real reasons for the popularity of lecturing amongst lecturers are then examined. Of the twenty reasons for lecturing examined here, the first nine have little substance and the last eleven are avoidable."

Post about a paper published in Computers and Education 2008 comparing student test results depending on whether they attended a specific classroom lecture or listened to the lecture as a podcast. There is also a link to the article. The results indicate that the students who listened to the podcast and tool notes scored significantly higher than the lecture condition.

"In conclusion, a relatively small percentage of students use multimedia (audio and video) that are provided as a duplication of lectures in the basic sciences. The distribution of frequency of access of both video and audio files was consistent across the various courses offered in the first two years of medical school. There were significant correlations in the frequencies with which individual students viewed videos of lectures from course-to-course. Finally, there was a trend for an inverse association between the frequencies with which students viewed lectures and the grades they received in the course. This is an important observation that requires further investigation since it may be indicative of a maladaptive learning strategy for some students. It also does not exclude the possibility that additional computer-aided resources may be detrimental to some students. "

"All the lecturers we record are experienced medical practitioners or specialists in their own field of expertise. Lectures are recorded in our film studios."

These study findings have several implications for university-level teaching. First, they support the notion that it is important to "break-up" lectures with periods of active learning, not only because of increased attention during such activities, but also because of the indirect boost in attention that can occur during lecture periods immediately following such activities. Second, these findings should encourage instructors to reflect on their expectations regarding student attention in their classrooms.

"for long-term retention of lecture material, self-questioning may be a more effective study strategy than summarizing. "

Recorded PowerPoint lectures various

3 semesters worth of lectures on human biology, health and disease, medical research, and health care. The lectures are available through iTunes, YouTube, and on the Stanford Mini Med School website. Click winter term, spring term, and fall term to access the different lectures.

" These video lectures include explanations of the physiology and pathophysiology of the major body systems."

Students in the open laptop condition suffered decrements on traditional measures of memory for lecture content.

lectures notes online courses classes training podcast ebooks streaming

If you think flipping is just about putting lectures online, take a look at this blog post

The tool was conceived by a research team from the Faculty of Health and Life Sciences at UWE Bristol led by principal lecturer Simon Messer, and developed in collaboration with Avon Somerset and Wiltshire Cancer Services (ASWCs) who commissioned the project as part of the National Awareness and Early Diagnosis Initiative. The idea is that GPs can access GP Sim from their computer at a time that suits to fine tune their diagnostic skills.

" It was concluded that learning by medical students was improved when they recorded notes in class."

"Peer assessment of teaching can improve the quality of instruction and contribute to summative evaluation of teaching effectiveness integral to high-stakes decision making. There is, however, a paucity of validated, criterion-based peer assessment instruments. The authors describe development and pilot testing of one such instrument and share lessons learned"

"Welcome to Free Emergency Medicine Talks, more than 1900 MP3s of lectures recorded at many national and international meetings."

"Narrative Medicine Rounds are lectures or readings presented by scholars, clinicians, or writers engaged in work at the interface between narrative and health care. Podcasts available on ITunes

The "hidden curriculum" refers to medical education as more than simple transmission of knowledge and skills; it is also a socialization process. Wittingly or unwittingly, norms and values transmitted to future physicians often undermine the formal messages of the declared curriculum. The hidden curriculum consists of what is implicitly taught by example day to day, not the explicit teaching of lectures, grand rounds, and seminars. I am increasingly aware of how those of us engaged in family medicine education are blind to it.

Qualitative analysis of the attitudinal surveys following the activity provided data regarding students' preference for the Physical Webbing activity over the traditional lecture, acceptance of participatory manipulatives, perceived learning and attitudes towards collaborative kinesthetic three-dimensional Mind Mapping.