Teaching Large Groups

Abstract

Despite many innovations in teaching and learning methods, the 1 h lecture remains a mainstay of medical education. For many faculty, the lecture is seen as an irreplaceable way to inform students about essential aspects of important subjects. However, for some the lecture format conjures up visions of students sitting long hours in their seats, passively listening to an expert expound on an esoteric topic. A large body of educational research has cast doubt on the amount of learning that actually takes place during a traditional lecture. The data show that while this format can be an effective way to transfer knowledge to students, it is not more effective than other methods (Bligh, 2000). Further, the lecture is usually not the most optimal way to teach skills or change attitudes as compared to other methods. These findings are at the root of the movement to reduce the number of hours of lecture in the medical curriculum and replace them with the more “active” learning methods that are described in later chapters.