Sneddon, S. F. (2015) The Impact of Interactive Tools within Lectures in Medical Education. AMEE 2015, Glasgow, Scotland, 27-31 Aug 2015.
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116007.pdf - Accepted Version 76kB |
Abstract
Background: Traditional didactic lectures in medical curriculum are used to transmit lots of information in a short time frame but evidence shows that student attention lapses after 15-20 minutes into a lecture. Along with this, there is a concern that deep understanding of topics is often missed in favour of fact retention. In this study, I am interested in finding out student perception of the use of interactive tools within lectures and whether the use of such tools encourages active learning, improves understanding and helps students retain knowledge. Summary of Work: Two lectures were delivered to Year 1 MBChB students, one using interactive tools including electronic voting, real time discussion boards and polling software, and one without any interactive tools. Student opinion of these was evaluated using a questionnaire and focus group. Summary of Results: Students felt the use of interactive tools made the lecture more interesting and helped them stay focussed during the lecture. It allowed them to check that they understood the topic being presented and they were in favour of being able to compare their answers to the rest of the class. Discussion and Conclusions: Asking and answering questions using interactive tools during lectures facilitates the development of deep, active learning and knowledge creation, and gives students the feeling that they are contributing to their own learning. Take-home messages: The use of some interactive tools within lectures is welcomed and can have a positive impact on knowledge and understanding.
| Item Type: | Conference or Workshop Item |
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| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Sneddon, Dr Sharon |
| Authors: | Sneddon, S. F. |
| College/School: | College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing |
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